scholarly journals EXAMINING THE BELIEF CHANGE OF LIBYAN TEACHERS OF ENGLISH WHO UNDERTAKE POSTGRADUATE STUDIES ABROAD

2017 ◽  
pp. 33-56
Author(s):  
Fatma Elzawawi
Keyword(s):  
Professional Development ◽  
English Language ◽  
Significant Contribution ◽  
Belief Change ◽  
English Language Teaching ◽  
Beliefs And Practices ◽  
Studying Abroad ◽  
Teachers Beliefs ◽  
Postgraduate Studies ◽  
The Relationship

Recent research has made a significant contribution to the exploration of teachers' beliefs and the relationship between teachers' beliefs and practices. This paper reports on a study in which I investigated the beliefs about English Language Teaching of ten experienced Libyan teachers of English who were engaged in MA and PhD studies abroad. Diaries and interviews were used in the data collection. Two aspects of their beliefs were examined: whether, and how, their beliefs changed as a result of studying abroad, and the sources of these beliefs. In this study, it was found that while some of the teachers' previously held beliefs changed and others remained the same, in every case awareness of alternative beliefs had been raised. In addition, the results also showed that the beliefs held by this group of Libyan teachers were derived from a variety of sources, and had been influenced by more than one source, with consequent effects on their teaching perceptions and practices. Key words: Teacher Believes, Belief Change, Professional Development, Libya.

scholarly journals Teaching grammar: issues and challenges

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Norhaida Aman
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Classroom Practices ◽  
Traditional Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Service Training ◽  
Teaching Grammar ◽  
The Relationship ◽  
Explicit Discussion

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

scholarly journals EFL teachers� beliefs and practices about digital learning of English

2020 ◽  
Vol 5 (2) ◽  
pp. 304
Author(s):  
Arif Nugroho ◽  
Ira Mutiaraningrum
Keyword(s):  
Technology Use ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Digital Learning ◽  
Structured Interviews ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Professional Development

The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

scholarly journals Assessment Beliefs and Practices of Libyan Secondary School English Language Teachers

2020 ◽  
Vol 9 (6) ◽  
pp. 99
Author(s):  
Vahid Nimehchisalem ◽  
Marwa M. Abdalla
Keyword(s):  
Secondary School ◽  
English Language ◽  
Language Teachers ◽  
Assessment Practice ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Learning Conditions ◽  
English Language Teachers ◽  
Assessment Beliefs ◽  
The Relationship

Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom-based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

scholarly journals Analysis of the importance of communicative and technical English language, in the Professional Schools of Mining Engineering of Peru for the innovation of extractive technologies of future professionals, 2019

2020 ◽  
Vol 2 (7) ◽  
pp. 128-135
Author(s):  
Marcos Luis Quispe Perez ◽  
Paola Parra Ocampo ◽  
Erika Hinostroza ◽  
Daniel Colque
Keyword(s):  
Professional Development ◽  
University Students ◽  
English Language ◽  
Academic Preparation ◽  
Mining Engineering ◽  
Professional Schools ◽  
The Relationship

This project has as general objective to determine the relationship that exists between university students of the School of Mining Engineering and the proficiency of the communicative and technical English language, becoming familiar with innovations in extractive technologies during their academic preparation for their professional development in the labor field nationally and internationally 2019.

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