scholarly journals Action Research: a Supplementary Source for the English Langauge Teachers

2019 ◽  
Vol 8 (2S11) ◽  
pp. 2883-2885
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
English Language ◽  
Teaching Strategy ◽  
Language Teachers ◽  
New Approach ◽  
New Strategy ◽  
Current Scenario ◽  
English Language Teachers ◽  
The Subject

This paper tries to explore that, Action Research is a supplementary source for English Language Teachers to bring out better teaching outcome of the teachers and better learning outcomes of the students. In the current scenario, apart from the syllabus, English Language teachers expect a supplementary source to follow a new strategy in order to satisfy the expectations of the students inside the classroom. They face many challenges in the classroom and one of the important problems is to draw continuous involvement of the students as well as to create good understanding of the subject in the classroom. In this connection, Action Research helps the teachers to explore effective teaching strategy in the classroom. This Action Research is integrated with a new approach called MUSE (Manageable, Urgent, Significant and Engaging), that helps the teachers to plan effectively. Besides, it is an exploratory or activity based classroom research and so it encourages the students to learn effectively and understand clearly with more involvement in the classroom. This study suggests a need for the supplementary source and it also focuses on Action Research to aid the teachers.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Analysis of the Problems in Language Teachers’ Action Research

2017 ◽  
Vol 10 (11) ◽  
pp. 123 ◽  
Author(s):  
Ligang Han
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Action Research Project ◽  
English Language Teachers ◽  
Teachers Professional Development

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.

scholarly journals EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES

2017 ◽  
Vol 6 (1) ◽  
pp. 26-48
Author(s):  
Manickavasagar Govindasamy ◽  
Jariah Mohd. Jan
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Subject Matter Knowledge ◽  
Language Teachers ◽  
English Major ◽  
English Language Teachers ◽  
The Subject ◽  
Academic Qualifications ◽  
Literary Devices ◽  
Better Than

Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.

scholarly journals IS NEUROLINGUISTIC PROGRAMMING A MYTH? A REVIEW OF NLP STUDIES

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Faiza Zeb, Ansa Hameed, Shaista Zeb
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Scientific Model ◽  
Neurolinguistic Programming ◽  
Scientific Support ◽  
The Status ◽  
English Language Teachers ◽  
The Subject ◽  
The Uk

NLP has not been able to gain the status of a scientific model since its emergence in 1970’s with certain reservations by the experts in the various fields such as educators, linguists, English language teachers, and scientists. Despite the fact that more than fifty organizations are working in the UK solely on NLP, there are only a few conversations and studies available on the subject due to mere supposition about the lack of scientific support for its existence. In NLP history, much work has been ignored due to mere speculation. Also, many researchers did not pay any attention to the theoretical and conceptual underpinnings of the NLP ideas and researches via ignoring various studies in this filed. This article has aimed at the exploration of NLP via various studies in diverse fields dealing with the varied aspects of NLP toolkit to illustrate the mammoth significance it holds. The research circumspectly examines the fundamental role that NLP plays in education, sports, health, and English language teaching practices that is beyond the claims of experts who declare it a pseudoscience.

scholarly journals Transforming Pedagogical Practices Through Collaborative Work

2020 ◽  
Vol 22 (2) ◽  
pp. 65-78
Author(s):  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Action Research ◽  
English Language ◽  
Collaborative Work ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Collaborative Action ◽  
Teachers And Students ◽  
English Language Teachers ◽  
The Impact

This article reports on the first three phases (exploration, identification, and planning) of a collaborative action research study whose main objective was to transform the pedagogical practices of teachers of a Colombian school of foreign languages. A methodology of collaborative action research and techniques, such as direct observation, completion of a reflection journal, and surveys and interviews with teachers and students was employed. Findings showed that the participants managed to identify some of the major problems they faced within their pedagogical practices and to design and implement courses of action to overcome them. Upon completion, favorable perceptions about the impact of collaborative action research on the transformation of the participating English language teachers’ pedagogical practices could be evidenced.

language teaching

2005 ◽  
Vol 38 (2) ◽  
pp. i-i
Keyword(s):  
Action Research ◽  
Research Methodology ◽  
English Language ◽  
State Of The Art ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Feature Article ◽  
The Subject

We are delighted to begin our term as editors with a stimulating special-feature article by Anne Burns on action research. While the term ‘action research’ is not new in the wider field of research methodology, it remains a relatively recent phenomenon in the field of language teaching, but one which is increasingly the subject of much debate. Anne Burns takes a critical look at the origins, purpose, scope and impact of action research in the area of English language teaching, and describes both the challenges to its status as a research methodology and the issues which need to be addressed by language teachers if it is to remain a sustainable methodology. In addition to being an authoritative overview of the paradigm, the article provides excellent background for a state-of-the-art article on the development of the language teacher written by Steve Mann, which will appear in the next issue of this journal.

scholarly journals Students’ Perceptions on a Good Tertiary Foreign Language Teacher

2013 ◽  
Vol 6 (2) ◽  
pp. 17-52
Author(s):  
Siti Tarwiyah
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
The Subject ◽  
Teaching Learning ◽  
Almost All

This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence;  English Language;  Teaching/Learning

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