Language Teaching in the Time of COVID-19

2022 ◽  
pp. 1-23
Author(s):  
Kimberly Morris
Keyword(s):  
Mental Health ◽  
Best Practices ◽  
Language Learning ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
World Language ◽  
The Future

This chapter examines the experiences of world language (WL) teachers during the COVID-19 pandemic, a time that required pedagogical pivots at all levels of the educational landscape. The objectives of this chapter are twofold: 1) to identify the main challenges encountered by WL teachers of different languages at distinct levels and with diverse teaching experience and 2) to highlight the successful practices these educators used to foster language learning during this disruptive time. To explore these goals, a phenomenological study was conducted with 27 WL teachers of Spanish, French, German, Chinese, or Russian in the K-16 context, including pre-service and experienced in-service educators. Thematic analyses of participants' responses for a semi-structured interview and survey revealed five salient themes related to their primary challenges and successes: engagement, community, comprehension, balance, and mental health. The lived experiences articulated by these WL educators have important pedagogical implications for (re)conceptualizing best practices in the future.

scholarly journals University teachers’ perspectives on the use of mother tongue in ELT

2020 ◽  
Vol 3 ◽  
pp. 80-93
Author(s):  
Trilok Datt Tiwari
Keyword(s):  
English Language ◽  
Phenomenological Study ◽  
Mother Tongue ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
University Teachers ◽  
L1 Use

The use of mother tongue (L1) in teaching English has always been a debatable issue as there are multiple opinions of the teachers regarding it. They are not sure to either use mother tongue in English language teaching or avoid it for effective teaching. The primary purpose of this phenomenological study of qualitative research was to find out the university teachers' perception on the use of mother tongue along with their effectiveness of L1 use at undergraduate level of Far Western University in Nepal. The participants of this study were four English language teachers teaching in the same university having more than ten years of teaching experience. The researcher used semi-structured interview and classroom observation for collecting data. The findings demonstrated that most of the teachers supported the judicious use of mother tongue in English language teaching classes based on their own experiences. The study also showed that overuse of L1 in second language (L2) classes might have some harm. It concludes that judicious use of L1 is a better way to deal with the students having poor proficiency in English language and enhance students' participation. The study recommends that teachers can make use of the students’ mother tongue purposefully whenever they think it is necessary to do in their classes.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

2021 ◽  
Vol 5 ◽  
pp. 51-61
Author(s):  
Harka Raj Tembe
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Policy Makers ◽  
Positive Attitudes ◽  
Network Quality ◽  
Efl Learning

This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

scholarly journals “Every in the morning when I wake up it’s the first thing that comes to my mind’’ Sexual Assault Survivor women’s experience in Hosanna, Ethiopia.

2019 ◽  
Author(s):  
Beliyou Abebe Agidew ◽  
Abebe Mamo ◽  
Zewdie Birhanu ◽  
Shifera Asfaw Yedenekal
Keyword(s):  
Sexual Assault ◽  
Sexual Violence ◽  
Partner Violence ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Body Parts ◽  
Social Reaction ◽  
Sexual Intimate Partner Violence ◽  
Sexual Assault Survivor

Abstract Background: sexual assault is physically forced or otherwise coerced penetration even if slight of the vulva or anus, using a penis, other body parts or an object. Global prevalence figure indicates that 1 in 3 (35 %) of women worldwide have experienced either physical and/or sexual intimate partner violence or non-partner sexual violence in their lifetime. There are limited researches conducted on the area of lived experiences of women with sexual violence. This study aimed to explore the lived experiences of sexual assault survivor women in Hosanna, Ethiopia. Method: Phenomenological study design was carried out among purposively selected six sexual assault survivor women’s and three key informants. In-depth interviews were conducted using local language, Amharic by using a semi structured interview guide. The interviews were transcribed and translated into English, and the data were analyzed thematically by qualitative data management software (Atlas ti version 7.0.15). Result: Not only the community who victimizes the survivors; the survivors themselves isolate from the community. All the survivors’ quest for revenge besides seeking justice. Coping of the survivors affected with a feeling of justice is done or not done, social reaction. They have also strong intention to disclose the issue for their close family and community member. The participants live with fear and distrust; afraid of being raped again, they don’t dare daring to trust people easily. Conclusion: The current study showed that sexual assault was a lifetime journey to recover. Some community members also blamed by the survivors for failing to help during their bad times. Therefore, community based awareness campaign should be implemented. In parallel, health policy makers and health professionals should give due emphasis on build post-rape care units or integrated service with other units.

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

Environmental Aspects of Successful English Language Teaching Practices in Rural Sabah Low Enrolment Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Norazrina Ag-Ahmad ◽  
Bernadette Peter Lidadun
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Environmental Aspects

This study explores the environmental aspects or concepts underlying successful English Language Teaching (ELT) as well as the support needed and the challenges that are faced by a group of primary school teachers in the context of a low enrolment school in a rural area in Sabah, Malaysia. This study adopted an exploratory qualitative approach which involved seven English language teachers who have had more than five years of teaching experience. A set of semi-structured interview questions were formulated to elicit data on the  concepts and the conditions that could either help or hinder the incorporation of those concepts in ELT. Qualitative analysis of participants’ interview data indicated that exposure to the target language, motivation and goals were the environmental aspects of language teaching practices that   affect students’ success in second language acquisition. Support from   parents, teachers and school authorities were essential in     assimilating these aspects in the teaching practices. It was found that the participants expressed tension between what they believed to be good practices and what they were restricted to do due to contextual barriers. Among the main barriers identified in this study were changes in education policy, insufficient financial support and infrastructure as well as lack of monitoring of the execution of activities in schools. Findings in this study have important implications to policy makers and curriculum developers.

Findings Identifying How Administrative Leaders Might Recruit, Select, Train, Motivate, and Support Online Faculty

2015 ◽  
Vol 5 (4) ◽  
pp. 27-46 ◽  
Author(s):  
Lisa Marie Portugal
Keyword(s):  
Distance Learning ◽  
Best Practices ◽  
Phenomenological Study ◽  
Teaching Experience ◽  
Faculty Training ◽  
Online Faculty ◽  
Instructional Environment ◽  
Teaching Online ◽  
Faculty Mentor ◽  
Learning Factors

This study is a phenomenological study exploring faculty experiences teaching online coursework in master's programs in education. The study sought to understand and categorize learning factors that might produce stress and job burnout in the online instructional environment. In addition, the demands, expectations, and associated stress-producing factors in the online instructional environment were examined to distinguish best practices for online faculty. Moreover, attributes required by faculty best suited for the expectations and demands in distance learning were classified. Online faculty perspectives with teaching experience in the modality for three or more years generated the study's findings and insights. Stakeholders such as administrators, faculty trainers, faculty mentors, and faculty interested in employment in distance learning may find these insights useful to identify realistic criteria to base future decisions about teaching online, employment practices, hiring standards, and training opportunities. Insights about best practices, standards, and procedures have been articulated to assist in the development of administrative decisions, initial training programs, faculty mentor supports, and on-going faculty training.

Pedagogical Insights Into Hyper-Immersive Virtual World Language Learning Environments

2020 ◽  
pp. 917-932
Author(s):  
Geoff Lawrence ◽  
Farhana Ahmed
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Target Language ◽  
World Language ◽  
Beliefs And Practices ◽  
Immersive Virtual Environments ◽  
Affinity Spaces

This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of ‘Karelia Kondor,' an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyper-immersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The article will conclude with a summary of pedagogical insights leveraging the affordances of these environments.

Perspectives of school principals on their own task

2012 ◽  
Vol 2 (3) ◽  
pp. 63-76 ◽  
Author(s):  
Selahattin Turan ◽  
Nuray Yıldırım ◽  
Elif Aydoğdu
Keyword(s):  
School Principals ◽  
Descriptive Analysis ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Principal ◽  
Human Interactions ◽  
The Future ◽  
Financial Issues

The purpose of this study was to examine perspectives of school principals on their own task. Data were collected through semi-structured interview and analyzed through descriptive analysis. The interviews of each school principals took about thirty minutes. According to the findings of the study, school principals feel themselves responsible for the quality of human interactions and the financial issues related daily operations of school. While principals were facing problems with stakeholders and financial issues, they indicated that they are uncertain about the future of task or profession of principalship. At the same time participants indicated that a school principal should be a person having features such as open to communication, patient, honest, having knowledge of pedagogy and management, having teaching experience.

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