Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment

2021 ◽  
Vol 11 (4) ◽  
pp. 100-112
Author(s):  
Kai Guo ◽  
*Jing Chen ◽  
Jun Lei ◽  
Tan Jin
Keyword(s):  
Foreign Language ◽  
Reading Assessment ◽  
Reading Proficiency ◽  
Three Dimension ◽  
Teacher Engagement ◽  
Evaluation Tool ◽  
Multiple Sources ◽  
Individual Interviews ◽  
Efl Teachers

In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.

scholarly journals An Analysis of an EFL Teachers' Guide: A Case Study

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Ahmad Nazari
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Language Policies ◽  
Policy Documents ◽  
Classroom Activities ◽  
Teaching Objectives ◽  
Efl Teachers

This paper is an attempt to analyse one of the documents which may affect the classroom activities of English as a Foreign Language (EFL) teachers, namely teachers' guides. It also explores the context at which the document is aimed and critiques how EFL teachers are advised to teach as well as how EFL is taught. As such, the paper stands where critical discourse analysis and language policy come together in the study of language policies in education. The teachers' guide chosen and the analysis carried out here are not necessarily concerned with their representativeness and typicality but with the opportunity they provide to the researchers and teachers to learn about such language policy documents and how language and language teaching objectives are represented in them. The issues raised in this paper will have relevance to the EFL teachers' guides and EFL education in other contexts, as these issues are likely to be true of other EFL milieux.

scholarly journals Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry

2018 ◽  
Vol 20 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Edgar Augusto Aguirre Garzón
Keyword(s):  
Public School ◽  
Foreign Language ◽  
Case Study Research ◽  
Language Teachers ◽  
Reflective Inquiry ◽  
Study Research ◽  
Efl Teachers ◽  
Constructing Knowledge ◽  
Contextual Reality

This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication among them. This study emphasizes collaborative, reflective inquiry as a means to educative transformation. Findings suggest that collaborative inquiry prompts the language teachers to conjointly design teaching strategies and materials that articulate with students’ contexts. Furthermore, along the way, the teachers were empowered to propose curricular changes to adjust contents and goals of the area with the students’ contextual reality.

scholarly journals “COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America

RELC Journal ◽  
2021 ◽  
pp. 003368822098177
Author(s):  
Thomas S C Farrell ◽  
Connie Stanclik
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Central America ◽  
English Language ◽  
Language Education ◽  
Self Reflection ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
Efl Teachers

This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers’ thoughts, identities, and behaviors through five stages of self-reflection in Farrell’s framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher’s stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers’ beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection.

scholarly journals EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Classroom Setting ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

scholarly journals What Happened to Novice EFL Teachers Professional Learning in Pesantren Based Billingual Program? Evidence from an Islamic Boarding School in East Lombok Indonesia

2019 ◽  
Vol 5 (2) ◽  
pp. 165-175
Author(s):  
Marham Jupri Hadi ◽  
Mohammad Rudiyanto ◽  
Siti Wahyu Puji Anggraini ◽  
Lume L
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
English Education ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Needs ◽  
Language Program ◽  
Efl Teachers ◽  
School Headmaster

ABSTRACTThis study investigated the practice of professional learning as experienced by novice English Foreign Language (EFL) Teachers especially those teaching at Islamic Boarding Schools or Pesantren which ran English and Arabic language program. Case study was employed by involving English Teachers and a School headmaster. This study revealed EFL teachers found it challenging to manage classroom. This is partly caused by the class size and their limited experiences and authority to manage class. They also suffered from intimidating lesson plans design. Moreover, they found it daunting to encourage students to learning English, resulting in teachers' stress. Further, barriers of novice EFL teachers' professional learning were associasted with their attitude toward continous learning needs and limited programs to improve teachers' competency.  It also revealed that this pesantren and the school where this study was carried out have yet to set TPD programs for its teachers. In fact, novice EFL teachers were unlikely to get necessary supports from school and senior teachers despite the presence of informal supervision from senior teachers.  ABSTRAKPenelitian ini mengkaji praktik pembelajaran profesional guru Bahasa Inggris pemula, khususnya yang mengajar di Pesantren yang menerapkan program bahasa Inggris dan Arab. Penelitian dengan desain studi kasus ini melibatkan Guru Bahasa Inggris dan kepala sekolah. Hasil penelitian ini menunjukkan bahwa guru-guru bahasa Inggris tersebut menghadapi tantangan untuk mengelola kelas. Hal ini disebabkan oleh besarnya jumlah siswa di dalam satu kelas serta minimnya pengalaman dan wewenang mereka mengelola kelas. Mereka juga merasa terbebani oleh penyusunan rencana pelaksanaan pembelajaran. Mereka juga merasa kesulitan untuk memotivasi siswa belajar bahasa Inggris. Semua hal tersebut membuat guru-guru bahasa Inggris tersebut merasa tertekan. Hasil penelitian ini juga menunjukkan bahwa faktor yang menghambat pembelajaran guru bahasa Inggris pemula tersebut adalah sikap guru terhadap kebutuhan belajar secara berkesinambungan dan terbatasnya program peningkatan kompetensi guru. Pesantren dan sekolah tempat penelitian ini dilakukan ternyata menetapkan program pengembangan profesi untuk guru-gurunya. Selain itu, para guru bahasa Inggris pemula tersebut tidak juga mendapatkan dukungan yang diperlukan dari sekolah dan guru senior meskipun telah ada supervisi informal dari guru senior.     How to Cite: Hadi, M. J., Rudiyanto, M., Anggraini, S. W. P., Lume. (2018). What Happened to Novice EFL Teachers Professional Learning in Pesantren Based Billingual Program? Evidence from an Islamic Boarding School in East Lombok Indonesia. IJEE (Indonesian Journal of English Education), 5(2), 165-175. doi:10.15408/ijee.v5i2.10922

scholarly journals Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL learners

2019 ◽  
Author(s):  
Hayam Mohamed Salama Eissa
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Conventional Methods

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.

scholarly journals Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

2021 ◽  
Vol 8 (1) ◽  
pp. 60
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
High School ◽  
Foreign Language ◽  
Thematic Analysis ◽  
Certification Program ◽  
Strict Adherence ◽  
Efl Learners ◽  
Depth Interview ◽  
Efl Teachers ◽  
Vice Principal

This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

scholarly journals The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan

2021 ◽  
Vol 4 (6) ◽  
pp. 141-147
Author(s):  
Kosay Alshwater
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Data Interpretation ◽  
Communicative Language Teaching ◽  
Female Students ◽  
Efl Learners ◽  
Institutional Issues ◽  
Efl Teachers

This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.

Teacher Responses to New Pedagogical Practices: A Praxeological Model for the Study of Teacher-Driven School Development

2019 ◽  
Vol 57 (3) ◽  
pp. 979-1013
Author(s):  
Sławomir Krzychała
Keyword(s):  
School Change ◽  
School Development ◽  
Pedagogical Practices ◽  
Teacher Engagement ◽  
Group Discussions ◽  
Professional Orientation ◽  
Individual Interviews ◽  
Tutoring Program ◽  
Orientation Pattern

This article focuses on the teacher community as an agent of school development, and in the context of teacher engagement in new educational practices, it discusses how school change can be analyzed as a process of creating and transforming professional knowledge (orientation pattern). The qualitative research was conducted in 2015–2016 at 12 schools participating in an innovative tutoring program in Wrocław (Poland). A total of 12 group discussions and 52 individual interviews were interpreted using Mannheim’s documentary method. As a result, a typology of the four forms of new professional orientation patterns—niche, instrumental, apparent, and synergic activities—was elaborated, and in a case study, they were applied as a theoretical model to the sociogenetic analysis of the school development process.

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