Motivation in Virtual English Language Classrooms During the COVID-19 Pandemic

2022 ◽  
pp. 372-392
Author(s):  
Ebru Melek Koç
Keyword(s):  
Student Motivation ◽  
English Language ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Face To Face ◽  
English Classes ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Effective Use

This chapter aims to investigate the perceptions of English language teachers on motivation in the virtual English language classroom. The participants are 17 English language teachers at elementary and secondary schools. Interview questions were used to collect data, and thematic analysis was conducted to analyse the data. The findings revealed that student motivation in virtual English lessons was lower compared to their motivation in lessons conducted face-to-face. Another finding was that there were various factors that impact student motivation negatively and positively in synchronous English classes such as interaction, inequality, student education environments, and effective use of synchronous virtual classroom platforms.

scholarly journals Authenticity and awareness of English as a lingua franca in English language classrooms

2021 ◽  
Vol 48 (1) ◽  
pp. 103-122 ◽  
Author(s):  
ANTONIO TAGLIALATELA
Keyword(s):  
English Language ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
The One ◽  
English Language Classrooms

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

It’s Not in the Curriculum: Adult English Language Teachers and LGBQ Topics

2017 ◽  
Vol 28 (3) ◽  
pp. 99-106 ◽  
Author(s):  
Christy M. Rhodes ◽  
James Coda
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Secondary English ◽  
Post Secondary ◽  
Sexual Identities ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
English Language Classrooms

For adult English language learners, the English language classroom provides a space for students to examine cultural as well other identities. However, discussions often center on racial, rather than sexual identities. In addition, attention to how adult English language instructors engage in classroom practices that focus on sexual identities is often limited. This article examines how adult educators in English language classrooms feel regarding the inclusion of Lesbian, Gay, Bisexual, Queer (LGBQ) topics and materials into their curriculum and instruction. Through a web-based survey, teachers described their beliefs, practices, and challenges in creating lessons and responding to student questions in ways that broke down heteronormativity in the adult English language classroom. Findings add to the limited knowledge of how teachers in post-secondary, English language classrooms create and support a culturally responsive learning environment regarding sexual identities.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

Triggering effect of CLIL practice on English as a lingua franca awareness

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 387-397
Author(s):  
Şebnem Yalçın ◽  
Yasemin Bayyurt ◽  
Benan Rifaioğlu Alahdab
Keyword(s):  
Classroom Practice ◽  
English Language ◽  
Language Use ◽  
Instructional Practice ◽  
Lesson Plans ◽  
Language Teachers ◽  
Lingua Franca ◽  
Language Classrooms ◽  
English Language Teachers ◽  
English Language Classrooms

Abstract The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

scholarly journals Syllabus Design for Pre-service English Language Teachers in Spain

2018 ◽  
pp. 26
Author(s):  
Gloria Luque Agulló
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Programs ◽  
Language Teachers ◽  
Teaching Program ◽  
Teaching English ◽  
Educational Law ◽  
Self Confidence ◽  
Language Classroom ◽  
English Language Teachers

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE).  Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

scholarly journals Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

2021 ◽  
Vol 2 (6) ◽  
pp. 22-30
Author(s):  
Seid Mohammed ◽  
Gessese Nigusse ◽  
Zenawi Nigussie ◽  
Belihu Zenebe
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Performance ◽  
English Classes ◽  
English Language Teachers ◽  
Language Instructors ◽  
Instruction And Learning

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance.

scholarly journals Chinese University Students’ Perceptions of teacher Code-switching in EFL Speaking Classrooms

2019 ◽  
Vol 12 (11) ◽  
pp. 119
Author(s):  
Yuehan Luo
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Qualitative Data ◽  
Code Switching ◽  
Language Teachers ◽  
Test Information ◽  
Administrative Information ◽  
English Language Teachers ◽  
Effective Use ◽  
Teaching Grammar

While research on students’ perceptions of code-switching in EFL classrooms has proliferated over the past several decades, limited research has been conducted to understand students’ perceptions with different levels of language proficiency in English. Drawing on both quantitative and qualitative data collected from students with different English proficiency levels, the present research reports students’ perceptions of teacher code-switching in EFL speaking classrooms in Chinese tertiary context. The quantitative data collected from questionnaires show that students do not favor total immersion. Students believe that English should be the medium of instruction for activities and their opinions show mixed results under the circumstances of teaching grammar and usage of English. Mixed opinions are also found in terms of teacher switching to Chinese to give administrative information and test information. The qualitative data in the questionnaire suggest that students prefer Chinese teacher of English owning to better understanding, and they attribute their levels of English as the deciding factor of their preferences. No statistical differences achieved regarding the perceptions from Level One and Level Two students. Findings suggest that the systematic and effective use of learner’s L1 is beneficial for language teaching in speaking classrooms, and L1 can be regarded as a powerful tool to develop effective teaching approaches for English language teachers.

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