scholarly journals Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible?

2021 ◽  
Vol 13 (3) ◽  
pp. 1526-1538
Author(s):  
Dedi Febrianto
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
English Teachers ◽  
Educational Background ◽  
External Factors ◽  
Language Performance ◽  
Public And Private ◽  
English Vowels ◽  
Efl Teachers ◽  
Causes Of Errors

Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.

scholarly journals Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers’ perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from "very important" to "not important." Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools’ teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that “teachers’ proper behavior” is the most significant motivational strategy while “having an encouraging environment” in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

scholarly journals A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China

2018 ◽  
Vol 8 (7) ◽  
pp. 766
Author(s):  
Lina Guan
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Sichuan Province ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
College English ◽  
Self Development ◽  
Efl Teachers ◽  
Service Training

The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.

scholarly journals Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Pranata Giri ◽  
L. P. Artini ◽  
N. N. Padmadewi
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Primary Schools ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Natural Approach ◽  
Young Learners ◽  
English Classes ◽  
Public Elementary Schools

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.

scholarly journals Analysis of EFL Teaching in Pakistan: Method and Strategies in the Postmethod Era

2020 ◽  
Vol 2 (3) ◽  
pp. 93-100
Author(s):  
Muhammad Asif Ali Khan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Classroom Practice ◽  
English Language ◽  
Public And Private ◽  
The Public ◽  
Efl Teachers ◽  
Private And Public ◽  
Translation Methods ◽  
Communicative Teaching

This study investigates the teaching methods and strategies practised in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogy in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many universities in Pakistan. It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply. The study applied qualitative methods with five English teachers as Foreign Language (EFL) of the public and private sectors' intermediate level. The participating teachers were given nine open-ended survey questions about the nature of language, language teaching methods, classroom strategies and techniques, and their roles as teachers in the classroom. Findings revealed that EFL teachers in both public and private sectors employ multiple teaching methods and techniques in their classroom practice, rather than holding to one particular method. The data also differentiates teaching methods and strategies of the teachers in the both sectors. Interestingly, it appears that EFL teachers in the private sectors seem to aim at communicative teaching approaches. In contrast, teachers in the public sectors are more inclined to use Grammar Translation Methods (GTM).

scholarly journals Self-Assessed Professional Competence of the High School EFL Teachers in Toraja Indonesia

2017 ◽  
Vol 8 (2) ◽  
pp. 25 ◽  
Author(s):  
Selvi Panggua ◽  
Basri Wello ◽  
Baso’ Jabu ◽  
Doris Macdonald
Keyword(s):  
High School ◽  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Language Teachers ◽  
Public And Private ◽  
National Education ◽  
Efl Teachers ◽  
Pedagogical Competence ◽  
Service Training

The teaching of English as a foreign language (EFL) in Toraja is influenced by the quality of teachers from elementary to university level. The Ministry of National Education in Indonesia has stipulated four competencies that should be mastered by teachers: pedagogical competence, professional competence, personal competence, and social competence. The professional competences of foreign language teachers include a knowledge of various aspects of language in English (linguistics, discourse, sociolinguistic and strategic) and mastery of oral and written English language. The purpose of this study is to identify the perceived level of professional competence of high school EFL teachers in Toraja. For this study, 31 high school EFL Teachers in Toraja were chosen randomly from both public and private schools. Data was collected from questionnaires administered in person and by e-mail. The descriptive statistical results of this research show that half of the teachers reported themselves to have only a fair level of professional competence. This suggests the need for in-service training or professional development activities for high school EFL teachers in this region in order to improve their competence and confidence in teaching English. 

CHALLENGES IN THE IMPLEMENTATION OF SCHOOL-BASED CURRICULUM (SBC) IN THE ENGLISH LANGUAGE TEACHING (A Case Study at MIM Al Furqan and MIN Kelayan Banjarmasin)

2015 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Nida Mufidah
Keyword(s):  
Elementary Schools ◽  
Time Allocation ◽  
English Language ◽  
Lesson Plan ◽  
English Teachers ◽  
Educational Background ◽  
English Language Teaching ◽  
English Teaching ◽  
School Based

This research is conducted to find outthe challenges in implementation of SBC in English teaching in madrasah Ibtidaiyah faced by the teachers in Banjarmasin South Kalimantan. There are two English teachers from two schools involved in this study; They are MIM Al Furqon, and MIN Kelayan Banjarmasin. Questionnaire, observation, interview, and documentation were used to gather the data. The data needed are the implementation of SBC in English teachingwhich can be seen from the syllabus, lesson plan used by teachers and the implementation in class and also the challenges that the teachers face in implementing it. The result showed that one school out of two applied SBC in different style (MIM Al Furqan). It can be seen from the preparation, practice and evaluation. The other school, MIN I Kelayan, still applied previous curriculum. The challenges faced by English teachers were also varied among others are diversity of students, restricted time allocation for English, facilities, nonrealistic indicators in syllabus and educational background, workshop of curriculum development. All should be responsible in the hand of government and teachers.Key words: School Based Curriculum, English Teaching, Elementary schools

scholarly journals The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

2016 ◽  
Vol 1 (2) ◽  
pp. 9 ◽  
Author(s):  
Dadi Chen ◽  
Dineke E.H. Tigelaar ◽  
Nico Verloop
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Intercultural Competence ◽  
English Teachers ◽  
Cultural Groups ◽  
Language And Culture ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Culture Teaching ◽  
English Speaking

Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

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