scholarly journals An Exploration of English Language Teachers' Strategies for Disciplining Unauthorized Behavior in Iranian Public and Private Language Schools

2018 ◽  
Vol 6 ◽  
pp. 65-84
Author(s):  
Marjan Vosough ◽  
◽  
Zohreh Nafissi ◽  
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Private Language ◽  
Public And Private ◽  
English Language Teachers ◽  
Language Schools

scholarly journals Investigating Iranian English Language Teachers’ Practices and Perceptions of Vocabulary Teaching

2018 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Sara Mirzaie ◽  
Fatemeh Hemmati ◽  
Mohammad Aghajanzadeh Kiasi
Keyword(s):  
English Language ◽  
Data Gathering ◽  
Language Teachers ◽  
Private Language ◽  
Qualitative Research Design ◽  
Stimulated Recall ◽  
English Language Teachers ◽  
Language Schools ◽  
Traditional Approaches ◽  
Stimulated Recall Interviews

This study aimed at exploring English language teachers’ practices and perceptions of vocabulary teaching in Iranian private language schools. Using a qualitative research design, four competent language teachers were purposefully selected and their perceptions of vocabulary teaching were investigated from several dimensions. Three qualitative data gathering techniques including interviews, classroom observation, and stimulated recall interviews were utilized to have a thorough understanding of the participants’ practices and perceptions about vocabulary instruction. Findings revealed that although EFL teachers possessed sufficient knowledge and perspectives with respect to vocabulary teaching strategies, such stated declarative knowledge did not serve the full purposes of vocabulary teaching. Participants typically utilized decontextualized strategies more extensively than contextualized ones in their actual practices indicating that their tendencies are somehow towards traditional approaches in teaching vocabulary. In other words, teachers’ instructional practices did not capture all their stated beliefs. Furthermore, it was found that the implemented policies in English language schools which are greatly towards time economization might be a liable reason cheering teachers to deviate from their real beliefs. Finally, contributing to developmental aspects of language teaching, findings of this particular study possess several implications both for teacher education institutions and stakeholders in private language schools in Iran and other similar contexts.

scholarly journals A Comparative Study of the Teaching Methodologies Employed by English Language Teachers in Private and Public Sector Schools

2021 ◽  
Vol VI (III) ◽  
pp. 65-74
Author(s):  
Amna Zahra ◽  
Ayesha Butt ◽  
Sadia Rafique
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodologies ◽  
Public And Private ◽  
Primary Level ◽  
English Language Teachers ◽  
Public And Private Sector

The aim of the study was to make a comparison between the teaching methodologies employed by English language teachers at public and private sector schools at primary level. Foreign language teaching methodologies has become a much-discussed phenomena and has been given immense importance from the last few decades, however, it still needs development in teaching practices. The data for the present study were collected in the form of semi-structured interviews, which were related to the objectives and research questions. The target population of the study was primary level teachers of Lahore, Punjab (Pakistan), while the sample of the study was comprised of primary level teachers of a public and private sector school in Lahore. The results of the study indicated that the teachers of the public sector schools were mostly relying on the structural methods of language teaching, whereas the teachers of the private sector schools were using blended methods.

scholarly journals The Causes of English Writing Anxiety among Pakistani ESL Students: Perceptions of Teachers and Students

2021 ◽  
Vol 9 (1) ◽  
pp. 21-27
Author(s):  
Muhammad Fareed ◽  
Imran Khan ◽  
Huma Akhtar
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Esl Students ◽  
Public And Private ◽  
Writing Anxiety ◽  
Language Writing ◽  
English Language Teachers ◽  
Group Interviews ◽  
Public And Private Sector

English language writing skills play a significant role in academic and professional lives in the ESL context. Anxiety can have debilitating effects on learning English language listening, reading, speaking and writing skills. The objective of the current study was to explore the causes of writing anxiety in Pakistani undergraduate ESL students. The data for this study were collected from Pakistani ESL students and English language teachers in Karachi with asample that had both public and private-sector representation. Group interviews were held to collect the data. Interview protocols were designed for the interviews of the students and the teachers and checked for self-validity and expert validity. Three group interviews were carried out with the undergraduate ESL students and two with the ESL English language teachers. All of the interviews were audio recorded and transcribed. Respondent validation technique was used for the transcription and similarly, inter-coder reliability was carried out for respondents’ Urdu translation into English. The findings revealed multiple causes of Pakistani ESL students’ English language writing anxiety.

scholarly journals Analysis of the Types of Classroom Questions Which Jordanian English Language Teachers Ask

2018 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Hamzah A. Omari
Keyword(s):  
Grade Level ◽  
English Language ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Public And Private ◽  
Basic Stage ◽  
Secondary Stage ◽  
Efl Teachers ◽  
Different Types ◽  
English Language Teachers

The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman- Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers’ questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open- ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level. 

scholarly journals Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions

2018 ◽  
Vol 8 (7) ◽  
pp. 32 ◽  
Author(s):  
Hamza Al-Jarrah ◽  
Nur Salina Binti Ismail
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
Higher Learning ◽  
Language Teachers ◽  
Public And Private ◽  
Efl Learners ◽  
English Language Teachers ◽  
Learning Institutions

One of the most significant problems faced by instructors is reading deficiency in English texts among the university students, which reflects the students’ poor academic performance. It is assumed that learners who are unable to read and comprehend face many challenges during their studies and after graduation. This study aims to investigate reading comprehensions difficulties among EFL learners in higher learning institutions. The study employed quantitative method, 100 out of 281 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were selected to participate in responding to the questions. Cross tabulation was used to analyze data from the test. Findings from the test indicated that the major difficulty faced by the Arab EFL learners is inability to recognize the types of text. This study concludes that the reading comprehension difficulties faced by Arab EFL learners in the selected institutions could affect their English language proficiency and academic performance. To find solutions to these difficulties, there is a need for shared efforts of English language teachers, instruction policy makers, public and private bodies responsible for educational policy learning and implementation, and the EFL learners.

scholarly journals Conceptualizations of English in the discourses of Brazilian language teachers: Issues of mobility, empowerment and international ownership

English Today ◽  
2017 ◽  
Vol 33 (2) ◽  
pp. 31-37
Author(s):  
Eduardo H. Diniz de Figueiredo
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Language Teachers ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
National Guidelines ◽  
The Media ◽  
English Language Teachers ◽  
Language Schools

The present study is an investigation of how English has been conceptualized in the discourses of ten Brazilian English language teachers with diverse language teaching experiences. Discourses of major agents in Brazilian English language teaching (ELT) – mainly the media, language schools, and the Ministry of Education through its national guidelines – usually associate English with notions of mobility, empowerment, and international ownership. The understanding of how English language educators conceptualize the language thus provides a valuable perspective on how these discourses may be taken on and reproduced by teachers. Such understanding is also relevant because educators have first hand experience in what actually goes on inside schools, thus being able to provide important accounts that are based on real life examples of their practices.

A Comparative Study of EFL Classroom Management Strategies employed by Public and Private School English Teachers

2020 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Nauman A Abdullah
Keyword(s):  
Public Sector ◽  
Classroom Management ◽  
Private Sector ◽  
Comparative Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Public And Private ◽  
Classroom Management Strategies ◽  
English Language Teachers

<div><p>This research project was a comparative study of classroom management practices of English language teachers in secondary level public and private sector schools of Lahore. The purpose of the research was to establish the practices and the strategies used by the English language teachers. A total of 200 including 100 public sector and 100 private sector school teachers, teaching English language, were randomly selected for the present research using random sampling techniques. A close-ended questionnaire was developed by the researchers to collect data from the respondents. The researchers personally collected the data. After receiving the data they were entered into the spreadsheet of SPSS version 21.0. Different statistical techniques were used to analyze the data. Mean scores along with standard deviations were calculated in descriptive statistics. In inferential statistics, independent sample t-tests and one-way ANOVA were calculated. There were significant differences in the classroom management strategies used by public sector and private sector English language teachers. Policy recommendations were given for the administration of the schools to encourage EFL teachers to effectively use classroom management strategies.</p></div>

scholarly journals AUGMENTING THE TEACHER EFFECTIVENESS CONSTRUCT: VOICES OF THE EFFECTIVE ENGLISH LANGUAGE TEACHERS FROM UNIVERSITIES IN PAKISTAN

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rahila Huma Anwar, Sajida Zaki, Natasha Memon
Keyword(s):  
Teacher Effectiveness ◽  
Effective Teachers ◽  
English Language ◽  
A Priori ◽  
Language Teachers ◽  
Survey Method ◽  
Structured Interviews ◽  
Public And Private ◽  
English Language Teachers ◽  
Public And Private Sector

Educational standards around the globe and most specifically in Pakistan are put to contest with challenging standards. There is an amounting pressure on the administrators and the policymakers to furnish the educational institutes with effective teachers. This leads to rekindle probe into the ongoing debate on the qualities that contribute to teacher effectiveness. Therefore, the present research utilized mixed methods approach with an aim to explore the effective English language teachers’ (ELTs) conception about the qualities of effective ELTs. In the first quantitative phase, the survey method was used to identify effective ELTs through Self-Assessment Test (SAT) at both public and private sector higher education institutes (HEIs) of Pakistan through convenience sampling (N = 243). Based on the results of phase one, eight ELTs were selected purposefully for semi-structured interviews which were then analyzed thematically using ATLAS.ti 9.0 software. Thematic analysis of the semistructured interviews revealed nine main categories emerging under the a priori theme of perceived effective teachers. The study adds to the inconclusive definition of teacher effectiveness and bears implications for various stakeholders of the teacher education system to provide opportunities to the ELTs in order to develop such qualities as identified through this study

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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