scholarly journals Exploring Beninese Preservice Efl Teachers’ Perspectives on the Features of the Ideal Efl Teacher

2020 ◽  
Vol 2 (3) ◽  
pp. 29-35
Author(s):  
Jean-Marc Gnonlonfoun
Keyword(s):  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers Perspectives ◽  
The Ideal

scholarly journals Discourse markers in non-native EFL teacher talk

2017 ◽  
Vol 7 (4) ◽  
pp. 649-671 ◽  
Author(s):  
Gloria Vickov ◽  
Eva Jakupčević
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Classroom Discourse ◽  
Secondary School Students ◽  
Discourse Markers ◽  
School Students ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Discourse Organization ◽  
Primary And Secondary School

The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

scholarly journals Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rosukhon Swatevacharkul
Keyword(s):  
Mixed Methods Research ◽  
Teaching Practice ◽  
Structured Interview ◽  
Teaching Techniques ◽  
Teaching Improvement ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Past Experiences ◽  
Professional Teaching ◽  
Program Data

Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels.  This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program.  Data analysis was performed by a t-test and thematic content analysis.  The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course.  Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes.  Recommendations were provided for further research in this area.

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

2018 ◽  
Vol 10 (1) ◽  
pp. 956-965
Author(s):  
Raga Driyan Pratama ◽  
Lies Amin Lestari ◽  
Syafi’ul Anam
Keyword(s):  
Self Efficacy ◽  
Teacher Absenteeism ◽  
Theoretical Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
To Come ◽  
Teaching Responsibilities

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

scholarly journals An Exploration of Teachers' Perspectives towards Cognitive, Affective and Linguistic Teaching Principles while Teaching English as a Foreign Language

2021 ◽  
Vol 13 (1) ◽  
pp. 17-40
Keyword(s):  
Foreign Language ◽  
Teaching English ◽  
Male And Female ◽  
The Third ◽  
Teaching Principles ◽  
Efl Teachers ◽  
Cognitive Principles ◽  
Utmost Care ◽  
Males And Females ◽  
Teachers Perspectives

The study aimed at exploring EFL teachers' perspectives towards cognitive, affective and linguistic teaching principles while teaching English as a foreign language. To conduct the study, the researchers prepared a questionnaire of 30 items that was distributed into three group domains. The first group was the cognitive principles. The second one was the affective principles, and the third group was the linguistic principles. Forty-six male and female EFL teachers responded to the questionnaire's items. Suitable statistical analyses were used to analyze the data. The results of the study pointed out that EFL teachers had positive perspectives towards these teaching principles, as the analysis showed that they looked at these principles positively and they gave them their utmost care and concern. Besides, the analysis showed that the cognitive principles came in the first rank compared with the other two groups (affective and linguistic) as they got the highest mean. Moreover, the results revealed that there were no statistical significant differences, regarding gender, in the participants' perspectives towards the importance of these teaching principles while teaching English as a foreign language as the means of males and females were closer to each other. Keywords: Cognitive Principles, Affective Principles, Linguistic Principles, Foreign language.

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

EFL Teacher Knowledge Base

2018 ◽  
pp. 53-77
Keyword(s):  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Knowledge Content ◽  
Teaching Learning ◽  
Efl Teacher Knowledge

This chapter aims at pinpointing EFL teachers' knowledge base and its components. First, knowledge and its nature in general and teacher knowledge in particular are discussed. The theoretical frameworks of teacher knowledge base in general and the knowledge base of EFL teachers in particular are defined and elaborated meticulously. This includes the seminal work of Shulman and its three main categories of teacher knowledge—content knowledge, general pedagogical knowledge, and pedagogical content knowledge—and the work of language educationists to define the tripartite model of EFL teacher knowledge base. In the following, the need to re-conceptualize EFL teachers' knowledge base, the importance of investigating EFL teachers' knowledge base in CALL-based teaching/learning environments, and the way teachers should be empowered in technology era are addressed.

REALISATION OF REGULATORY REQUIREMENTS FOR EFL TEACHERS ICT-COMPETENCY FORMATION

2020 ◽  
Vol 8 (4) ◽  
pp. 1071-1082
Author(s):  
Nadezhda I. Almazova ◽  
Anna V. Rubtsova ◽  
Maria A. Odinokaya ◽  
Antonina A. Andreeva
Keyword(s):  
Experimental Testing ◽  
Training Data ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Regulatory Requirements ◽  
Regulatory Documents ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Pedagogical Research ◽  
Experimental Training

Purpose of the study: The article examines regulatory requirements for the formation of competence in the field of ICT for EFL teachers, declared by UNESCO and the Council of Europe, and ways of their practical implementation. The purpose of this study is to assess the effectiveness of the methodology for the formation of ICT-competency, developed and implemented by the authors to prepare competent and competitive EFL teachers. Methodology: A comparative analysis method was selected to compile a review of regulatory documents. Then a critical analysis was used to specify the content and structure of EFL teachers ICT competency and to develop a methodology for the formation of the competency mentioned above. During the experimental training, we used pre-experimental and post-experimental testing for data collection, and statistical analysis methods for pedagogical research. Main findings: Relying on the analysis of the conducted experimental training data, the authors have concluded that the developed methodology significantly contributes to the formation of the ICT-competency of an EFL teacher. Therefore, we can use the methodology mentioned above as one of the ways of realisation of regulatory documents requirements. Application of this study: This study can be useful for educational institutions of various levels that prepare EFL teachers and want the graduates to be competent and competitive in today’s labour market. The methodology of ICT-competency formation described in the article can be implemented by those educators, who are looking for a way of practical realisation of the regulatory requirements of EFL teachers ICT-competency. Novelty of this study: This study has proposed a new methodology of an EFL teacher ICT-competency formation based on today’s most authoritative regulatory documents – UNESCO ICT-Competency Framework for Teachers 2018 edition and Common European Framework of Reference for Languages 2018 edition.

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