scholarly journals EFL teachers and English language education in the PRC: Are they the policy makers?

2010 ◽  
Vol 19 (3) ◽  
Author(s):  
Minglin Li
Keyword(s):  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Policy Makers ◽  
Efl Teachers

scholarly journals Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 247
Author(s):  
Imroatus Solikhah ◽  
Teguh Budiharso
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Mentor Teachers ◽  
Teaching Skills ◽  
English Language Education ◽  
Efl Teachers ◽  
English Competence ◽  
Mentoring System

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh

IIUC Studies ◽  
2017 ◽  
Vol 14 (2) ◽  
pp. 99-110
Author(s):  
Md Maksud Ali
Keyword(s):  
English Language ◽  
Literacy Practices ◽  
National Policy ◽  
Language Education ◽  
English Language Teaching ◽  
English Language Education ◽  
Policy Makers ◽  
Traditional Concept ◽  
Cultural Concepts ◽  
Speakers Of Other Languages

This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic practices. Therefore, the author advocates for situating contemporary TESOL pedagogy within a broader concept. In addition, the study examines how literacy is embedded with orality, and whether the link between them has any implications for English language education in Bangladesh. It is argued here that since different cultures and societies do not adhere to a single set of literacy practices, an awareness of learners’ and other stakeholders’ socio-cultural concepts of literacy in a society is essential for TESOL practitioners in order for their materials and methods to be socio-culturally responsive. The study has implications for policy makers, materials writers and TESOL practitioners. IIUC Studies Vol.14(2) December 2017: 99-110

scholarly journals Factors Affecting Task-Based Language Teaching from Teachers’ Perspectives

2014 ◽  
Vol 2 (1) ◽  
pp. 108 ◽  
Author(s):  
Tuyen Van Le
Keyword(s):  
Time Allocation ◽  
English Language ◽  
English Proficiency ◽  
Language Teaching ◽  
Language Education ◽  
Tertiary Level ◽  
English Language Education ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teachers Perspectives

<p><strong> </strong></p><p><em>Teachers play the most important part in the application of a new method or approach in English language education. However, whether they implement the method successfully or not depends on various factors. This paper aims to explore the factors that affect English as a foreign language (EFL) teachers’ implementation of task-based language teaching (TBLT) at the tertiary level through the use of two instruments: “focus-groups” with five experienced EFL teachers and interviews with ten individual teachers at five universities in Ho Chi Minh City, Vietnam. The findings revealed that factors affecting teachers’ implementation of TBLT include external factors such as time allocation, testing, students’ motivation and English proficiency and textbooks, and internal factors such as teachers’ experience, knowledge about TBLT, English proficiency, and ability to use technology. The findings of the study provide EFL curriculum designers and teachers with both theoretical and practical implications in the implementation of TBLT at the tertiary level in Vietnam.</em></p><p><strong> </strong></p>

Learning English to fly: A study of Chinese cargo airline pilots’ learning engagement

English Today ◽  
2017 ◽  
Vol 33 (4) ◽  
pp. 5-11
Author(s):  
Ke Zhao ◽  
Xiaohang Guo ◽  
Xuesong Gao
Keyword(s):  
English Language ◽  
Language Education ◽  
Civil Aviation ◽  
English Language Education ◽  
Learning Engagement ◽  
Language Competence ◽  
Policy Makers ◽  
Airline Pilots ◽  
International Airline ◽  
Learning English

Due to a growing concern with the English language competence of international airline pilots, a growing body of research has been conducted on issues related to the International Aviation English Test, which pilots need to pass in order to fly on international routes (e.g. Jones, 2003; Ragan, 1997; Seiler, 2009). This paper contributes to this research by reporting on a mixed method inquiry into Chinese pilots’ engagement with learning English for aviation. The study involved a survey of 165 pilots working for a major Chinese cargo airline, and follow-up interviews with two of the surveyed participants (one senior and one junior) to explore their International Civil Aviation Organization (ICAO) test preparation and learning engagement. The findings of the study indicate that policy-makers and relevant English language education specialists need to develop tailor made courses that will better help these pilots to improve their command of English and thus ensure aviation safety.

English Language Education in Algeria in the Light of the Test-Oriented Teaching Approach

2018 ◽  
Vol 10 (4) ◽  
pp. 29
Author(s):  
Benmoussat Smail ◽  
Benmoussat Nabil Djawad
Keyword(s):  
Academic Achievement ◽  
English Language ◽  
Language Education ◽  
Current Situation ◽  
Teaching Approach ◽  
English Language Education ◽  
Culture Of Learning ◽  
Depth Analysis ◽  
Efl Teachers ◽  
Global Language

The present paper is concerned with the current situation relating to the English Language Education in the light of the teach-to-the-test approach. As a way of start, it provides a diachronic overview of English Language Education in Algeria. Then, it incorporates an in-depth analysis of the current situation, with a particular focus on the teaching-testing ambivalence. Next, it moves on to a discussion of the newly-imposed role the English language ought to perform within the globalization framework. Finally, the last part of the paper culminates with the provision of a record of the different problems and issues EFL teachers have been encountering and experiencing in the teaching of English as a global language due to the deeply-rooted culture of learning highly characterized by an ever-growing hegemony of the test-oriented teaching; academic achievement oblige!

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aina Hartini Mohamad Khair ◽  
◽  
Parilah Mohd Mohd Shah ◽  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
Esl Teachers ◽  
English Language Education ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Survey Questionnaires

This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.

EFL Instructors' Perceptions Regarding Conducting Action Research

2019 ◽  
Vol 2 (2) ◽  
pp. 53-67
Author(s):  
Eftima Khalil
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Positive Attitudes ◽  
Teacher Researchers ◽  
Efl Teachers ◽  
Teachers Professional Development

In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.

scholarly journals Utilizing Sulawesi Folktales Into The Teaching Of Reading Comprehension

2018 ◽  
Vol 1 (1) ◽  
pp. 37-41
Author(s):  
Rahmawati Upa ◽  
Heryanto Mangalik
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Teaching Of Reading ◽  
Efl Teachers ◽  
Post Test ◽  
The Mean ◽  
Test Treatment

Utilizing local wisdom into the teaching process has been a national agenda in Indonesia Curriculum today but it commonly pay less attention by the teacher including EFL teachers. Meanwhile Indonesia is well known for its diversity of local wisdom. Local wisdom in this case included folktales. This research was done in order to find out whether or not the utilization of Sulawesi folktales into the teaching of reading comprehension is effective. This research applied quantitative method obtained through pre-test – treatment – post-test. The subjects of this research were the fourth semester students of English Language Education Study Program of Universitas Cokroaminoto Palopo. After having data analysis, then the researcher come to the conclusion that the utilization of Sulawesi folktales into the teaching of reading comprehension  is effective to improve the students’ reading comprehension. It is proofed through the mean score of the pretest (5.05) and the mean score of the posttest (7.30). The standard deviation of pretest is 1.27 and the posttest is 0.97, while t-test is 0.001, (α) = 0.05.

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