scholarly journals Revealing Pre-service Teachers’ Reading Skills by Utilizing CEFR in their Self-assessment

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (01) ◽  
pp. 87-97
Author(s):  
Raquel Da Silva Lemos ◽  
Elysa Hartati
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Private University ◽  
English Teachers ◽  
Reading Level ◽  
Self Assessment ◽  
Professional Confidence ◽  
English Program ◽  
Educational Field

An English teacher should meet the standard English skills requirement since proficiency constitutes the foundation of non-native English teachers' professional confidence. This research aims to measure the pre-service teachers’ reading skills by using CEFR level and to investigate pre-service teachers’ awareness regarding their reading skills as their preparation as future English teachers. The study involved 40 (forty) students from the English program in a private University in Yogyakarta, and used Descriptive Mixed method to collect the data. The researcher used the questionnaire for the students' self-assessment, and the EF SET test to assess their reading skill level. The result of the questionnaire obtained shows 20% of students are in level A1, 25% are in level A2, 25% are in level B1, 12% are in level B2, 10% are in level C1, 8% are in the level C2). The test result shows 17% of the students are in level A1, 25% in level A2, 25% in level B1, 20% are in level B2, 8% are in level C1, and 5% are in the level C2. Six students joined the survey, of which 3 (three) rated themselves at a reading level above the result obtained on the test, and 3 (three) others rated themselves at a level lower than the result they got on the test. The result of this research showed that pre-service teachers should improve in English language proficiency and self-assessment. This knowledge expects to be used as information to those involved in the Educational field.

scholarly journals Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context

2020 ◽  
Vol 4 (2) ◽  
pp. 183
Author(s):  
Herford Rei Biscayno Guibangguibang
Keyword(s):  
Error Correction ◽  
English Language ◽  
English Teachers ◽  
Language Anxiety ◽  
Self Assessment ◽  
Chi Square ◽  
Mainstream Classrooms ◽  
Error Corrections ◽  
English Major ◽  
High Level

This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers.  Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English. 

scholarly journals Criteria of Ideal English Language Teachers as Perceived by Secondary and Tertiary Indonesian Students

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nur Salam ◽  
◽  
Aulia Nourma Putri ◽  
Tundung Subali Patima ◽  
Azmi Abdul Latiff ◽  
...  
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Education ◽  
Classroom Interaction ◽  
English Teachers ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Research Technology ◽  
English Language Teachers ◽  
The Republic

This study presents English teachers' professional, personality, social, leadership, and classroom interaction attributes which senior high school and university students expect from their English teachers. By knowing those attributes, English teachers are expected to be able to help their students attain better English language proficiency. For the investigation, five sets of questions were distributed in order to find out the respondents’ favourite English teachers attributes. The respondents consisted of senior students of three high schools and undergraduates of three universities who had high, mediocre and low English language proficiency. The results show that the students' levels of education and English language proficiency influence the students' perceptions on their English teachers' attributes. This study suggests that English teachers recognize the attributes that their students highly expect from them. It is suggested that English teacher training institutions should conduct more professional English language and language teaching trainings that help teachers to develop the attributes. It is also suggested that the Ministry of Research, Technology and Higher Education of the Republic of Indonesia to monitor and evaluate universities and institutions which establish English Education Departments.

scholarly journals Factors Associated With Accuracy of Self-Assessment Compared With Tested Non–English Language Proficiency Among Primary Care Providers

Medical Care ◽  
2019 ◽  
Vol 57 (5) ◽  
pp. 385-390 ◽  
Author(s):  
Lisa Diamond ◽  
Marcela Toro Bejarano ◽  
Sukyung Chung ◽  
Warren Ferguson ◽  
Javier Gonzalez ◽  
...  
Keyword(s):  
Primary Care ◽  
Language Proficiency ◽  
English Language ◽  
Primary Care Providers ◽  
English Language Proficiency ◽  
Care Providers ◽  
Self Assessment ◽  
Factors Associated

scholarly journals Improving the English skills of native Japanese using artificial intelligence in a blended learning program

2019 ◽  
pp. 327-333
Author(s):  
Hiroyuki Obari ◽  
Stephen Lambacher
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Learning Experience ◽  
Private University ◽  
Business Majors ◽  
Learning Program

A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.

scholarly journals Identity Construction of Chinese Business English Teachers from the Perspective of ESP Theory

2019 ◽  
Vol 12 (7) ◽  
pp. 20 ◽  
Author(s):  
Guo Guihang ◽  
Zhu Miao
Keyword(s):  
Identity Construction ◽  
Teacher Identity ◽  
English Language ◽  
English Teachers ◽  
Educational Background ◽  
Business English ◽  
Chinese Business ◽  
Language And Literature ◽  
English Classroom ◽  
English Program

As an interdisciplinary major, Business English has a distinct difference from General English. Therefore, Business English teachers and General English teachers are also very different. However, nowadays, most Business English teachers in most colleges are with the educational background of English Language and Literature. They are facing serious problems of teacher identity construction. As Business English is generally considered to be a branch under English for Specific Purpose (ESP), there is a close connection between Business English and ESP. Therefore, ESP theory can provide a theoretical basis for the development of Business English program and can also provide some guidance for the identity construction of Business English teachers. Based on Needs Analysis and learning-centred approach of ESP theory, combining former researches of this field and observation findings of actual Business English classroom in a university, this article summarizes three identities that Business English teachers should construct: teaching practitioners and researchers, learners, and businesspeople. The study of teacher identity is of great significance to the successful construction of multidimensional teacher identities for Business English teachers and to the realization of their professional development.

scholarly journals FORMATION OF READING SKILLS IN THE ENGLISH LANGUAGE REMOTE TEACHING PROCESS

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 184-187
Author(s):  
Maryna Bohachyk
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Native Language ◽  
Text Processing ◽  
Educational Process ◽  
Full Understanding ◽  
Age Features

The role of reading in the process of formation of communicative competence was analyzed. The essence of the concept of competence in reading was defined. The main factors influencing the effectiveness of formation of reading skills in English were defined (the features of perception of written texts – time spent on text processing and length of the text; psychophysiological and individual age features of the students – visual perception of the text, the features of mental operations – ability to analyze and make the conclusions, memory, in particular, visual, attention, intelligence, ability to use the experience of reading in the native language, motivation, the presence of cognitive interest, the ability to apply different reading strategies, etc.; the characteristics of the text – authentic, semi-authentic, adapted texts, compliance with cognitive interests, age and level of language proficiency of the students, etc.). Different classifications of types of reading and their application at different stages of English language learning were analyzed (by the target: educational and introductory search; by the method of content disclosure: analytical and synthetic; by the participation of the native language: translated and non-translated; by the nature of the implementation of the semantic side of perception and processing of the text: reading with incomplete understanding and reading with full understanding; by the nature of the organization of activity: prepared with the removed difficulties – training and unprepared without previously removed difficulties – control; depending on the length: extensive and intensive; by the fact of relation to the educational process: educational and real; by the way of using a bilingual dictionary: reading with or without a dictionary; by the place of organization of reading: classwork or homework). The features of different reading strategies were analyzed (predicting, monitoring, confirming, connecting, questioning, skimming, scanning, distinguishing, using context clues, paraphrasing or summarizing, visualizing). The features of different stages of learning to read were described (pre-reading, while-reading, after-reading). The requirements for the texts for reading in English were generalized. The levels of comprehension of the texts and typical tasks appropriate for each level was given (fragmentary understanding, general understanding, full understanding, critical understanding).

scholarly journals Teaching reading skills in English tothe middle school students (A2 level)

2020 ◽  
Vol 80 (4) ◽  
pp. 42-47
Author(s):  
G. Khamitova ◽  
◽  
B. Yermanova ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Popular Science ◽  
Thinking Skills ◽  
Teaching Reading ◽  
School Students ◽  
Text Presentation

Main problem: The article examines the issues concerning teaching reading skills to the middle school students according to the updated program. Purpose: The article analyses the course book “Excel” for 7th grade students on teaching reading skills. Methods: The criteria of analyzing the course book contain the forms of text presentation, types and situations modeled by the text, compliance with the level of English proficiency, age of students, information content, and accessibility. It also includes assessment of course book texts for the development of reading for general understanding of information (skimming), for identifying details (scanning) and reading with full comprehension, as well as for the different types of tasks for reading. Results and their significance: The texts in the course book correspond to the age characteristics of adolescents, the level of English language proficiency (A2) and are developed according to the standard curriculum.The most popular forms of text presentation are popular science texts and information about public events. The situations in the texts are dominated by educational, most of all the mixed type of text prevailed. There is a balance for the types of tasks developing reading for general understanding and reading for identifying details which leads to the development of functional reading literacy. The types of reading tasks used are quite diverse and contribute the development of communicative skills (pair work, group work, etc.). The misbalance of tasks on developing low order and high order thinking skills can be solved through adding some tasks developing HOTS.

scholarly journals Investigating The Approaches of English Teachers in Fostering EFL Students’ Language proficiency

Al-Lisan ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 34-43
Author(s):  
Anita Anggraeni ◽  
Cynantia Rachmijati
Keyword(s):  
Language Proficiency ◽  
Teaching Methods ◽  
English Language ◽  
Direct Method ◽  
Western Culture ◽  
English Teachers ◽  
Usual Practice ◽  
Teachers And Students ◽  
Negative Perceptions ◽  
The Right

This research is qualitatively descriptive, intending to define the efforts of English teachers at Boarding school and hereinafter referred to as Pesantren (al-Fatah) to develop students’ English language proficiency. Subjects of this study are two English teachers and Students at Pesantren al-Falah. This study also investigates the way of English teaching methods or strategies in the classroom. There are two main instruments to collect data, those are Observation and interview guidelines. The result of the study indicates that the most teaching methods used are still a teacher-centered, direct method and habituation. This is due to the influence of the traditional Arabic learning model which is still largely focused on what is conveyed by the teacher in the classroom. But this Pesantren also implemented a communicative approach to develop the speaking skill of the students. One of the challenges faced is students' negative perceptions of English which assume that English is a western culture that is synonymous with negative things. Therefore, to further strengthen the development of English language skills, English teachers need to be more exposed to English by offering their students even more usual practice and the right media and literature to minimize negative perceptions of Western culture.

scholarly journals University Jordanian Learners of English: Difficulties and Solutions

2020 ◽  
Vol 4 (2) ◽  
pp. p94
Author(s):  
Saja Wardat ◽  
Mahmud H. Wardat
Keyword(s):  
Transfer Students ◽  
Language Proficiency ◽  
English Language ◽  
Efl Learners ◽  
English Departments ◽  
Small Class Size ◽  
English Majors ◽  
The University ◽  
English Program ◽  
English Students

Referencing related literature and drawing upon our experience, observation and talks with specialists, we have realized that the problem of difficulty encountered by Arab learners of English in general and by Jordanian university English students in particular is sporadically addressed by researchers. They mention it along with their focus on errors committed by those EFL learners. At the university, English majors study English language, linguistics, and literature courses over a period of four years. While enrolling in the English program, they encounter difficulties or problems like teaching methods, cultural and language problems and teaching settings which negatively affect their language proficiency and, thus, graduate committing gross errors in various language skills, pointing to their weakness, low proficiency and unsatisfactory achievement which do not meet teachers’ and society’s expectations. The present paper is meant to diagnose the problems that confront university Jordanian English majors and to propose some solutions including strict requirements on transfer students, a TOEFL score of 500, and a small class size intended to play a role in reforming the present status quo of English departments, thus upgrading their outputs, and helping students improve their level linguistically and extra linguistically.

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