scholarly journals Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability

2019 ◽  
Vol 14 (20) ◽  
pp. 18
Author(s):  
Noor Illi Binti Elas ◽  
Faizah Binti Abd Majid ◽  
Suthagar A/l Narasuman
Keyword(s):  
Content Knowledge ◽  
English Language ◽  
Industrial Revolution ◽  
Language Teaching ◽  
High Reliability ◽  
Teaching Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
Validity And Reliability ◽  
Technology Pedagogy

This paper discusses a study proposed to analyze technology affecting English Language Teaching (ELT). To begin with, English is an important language in a society where it acts as a bridge to connect different races in a society. However, in the circumstance of 21st-century education specifically for English Language Teaching (ELT) which has been affected by Industrial Revolution 4.0, technology plays an important part as it offers the potential to enhance teaching processes and facilitate the learning of English as Second Language (ESL). For this purpose, Technology Pedagogy Content Knowledge (TPACK) paves a way to determine the correlation between technology, pedagogy and content knowledge among the English teachers on how they incorporate these technology tools in their English teaching. Hence, because of this reason, English teachers will answer a TPACK questionnaire which was adapted from two different questionnaires to understand further how English teachers employ the technologies in ELT. Therefore, by holding on to this purpose, a questionnaire was adapted from two different major questionnaires that related to TPACK. As neighbour to the previous sentence, this research was about this adapted questionnaire that had gone through content validation by experts with more than 10 years of teaching experience in English subject. The methodology that had been used in this research was quantitative method. The data obtained was presented in the form of descriptive statistics and was analyzed by using Microsoft Excel to calculate the Content Value Index (CVI) and Kappa Values for validity. Also, the data was presented in the form of table as it can eliminate any incomprehensibility that arises in interpreting the data. Thus, as the result, the finding of this research had supported the face and content validity and this proved that the result had high reliability and validity. Hence, this adapted questionnaire will be further research in a pilot study to test the efficiency of this instrument.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

scholarly journals Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

1970 ◽  
Vol 15 (1-2) ◽  
pp. 1-9 ◽  
Author(s):  
Bal Ram Adhikari
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Learner Centered ◽  
Speaking Skill ◽  
Meaningful Interaction

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

Commitment to the profession of ELT and an organization: A profile of expat faculty in South Korea

2020 ◽  
pp. 136216882093881
Author(s):  
Ian Moodie
Keyword(s):  
South Korea ◽  
Affective Commitment ◽  
English Language ◽  
Turnover Intentions ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Occupational Commitment ◽  
Teacher Qualifications ◽  
Normative Commitment

Despite its attention in the field of education, occupational commitment has received little attention in language teaching research. To address this gap, the study generates an occupational commitment profile of expatriate English language teachers and investigates how commitment relates to their age, sex, teaching experience, and qualifications. Eighty-two native English-speaking teachers at a private university in South Korea participated in the study by completing a survey measuring their affective, continuance, and normative commitment to the profession of English language teaching (ELT) and to their workplace. The descriptive results indicated that the sample had high affective commitment to the profession of ELT but low overall commitment to their organization. Results from MANCOVA, which controlled for the covariates of age and sex, indicated that respondents with teacher qualifications from their home countries tended to have higher levels of affective and normative commitment to the profession of ELT and to their workplace than respondents without teacher qualifications. However, no differences in commitment were found between respondents with ELT qualifications and respondents without ELT qualifications, nor were any differences found in commitment associated with ELT experience. Because affective-normative dominant profiles are associated with better workplace outcomes, such as effort given to an organization and lower turnover intentions, further consideration of this finding should be of high priority in language teacher commitment research.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals THE ANALYSIS OF INFORMATION TECHNOLOGIES USAGE FOR ACADEMIC PURPOSES IN ENGLISH LANGUAGE TEACHING AND LEARNING AT UNIVERSITAS BANGKA BELITUNG

2019 ◽  
Vol 4 (2) ◽  
pp. 177-184
Author(s):  
Herland Franley Manalu
Keyword(s):  
Teaching And Learning ◽  
Information Technologies ◽  
English Language ◽  
Industrial Revolution ◽  
Language Teaching ◽  
English Literature ◽  
Great Influence ◽  
English Language Teaching ◽  
Teachers And Students ◽  
Language Teaching And Learning

The use of Information Technologies (IT) tools has become very important requirements for teachers and students nowadays in achieving academic goals in higher education. The harness of computers, internet, e-mail, multi-media and other IT tools is indispensable and has a great influence on the process of language teaching and learning in an effort to improve the quality of education and to produce best human resources that not only having good competence in foreign language but also possessing great capabilities in the use of Information Technology to face the Industrial Revolution 4.0 era. The study seeks to find out the frequency and the purposes of IT usage by students and lecturers in the English learning environment. A questionnaire containing questions about the frequency and the use of IT in the teaching and learning process was disseminated to the students and the lecturers of the English Literature department at the University of Bangka Belitung. The study reveals that the lecturers and students show a positive attitude towards the use of IT tools and the harness of the tools in the process of teaching and learning is believed to be very useful.

scholarly journals High School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective

2020 ◽  
Vol 4 (4) ◽  
pp. 466-482
Author(s):  
Mani Ram Sharma
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Classroom Ecology ◽  
Teachers Experiences ◽  
Phenomenological Perspective ◽  
Ecology Of Language

The present study aims to look into ecological classroom practices adopted by teachers while teaching English language courses at colleges in Kathmandu, Nepal. The study specifically explains how three high school English teachers in the class felt about ecology of language teaching, how they experienced teaching, and how they provided meaning to it. Three high school English teachers’ experiences were recalled through an in-depth phenomenological interview. The results revealed that the need of classroom ecology was not emphasized. The teachers' experiences in the form of narratives, collected, transcribed, coded, thematic analyses and presented in the notion of  emerging themes that English language teaching helped to explore the effective classroom ecological practices in detail. The study is expected to contribute in making EFL teaching successful in linguistic landscapes of Nepal.

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