scholarly journals ESL Teachers and Diagnostic Assessment: Perceptions and Practices

2019 ◽  
Vol 16 (2) ◽  
pp. 33-48
Author(s):  
Folasade Esther Jimola ◽  
Graceful Onovughe Ofodu
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Diagnostic Assessment ◽  
Assessment Practices ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
Factors Influencing ◽  
Assessment Techniques ◽  
English Language Teachers ◽  
Teachers Attitudes

Diagnostic assessment is an indispensable aspect of pedagogy. Past research has shown that teachers’ perceptions and attitudes to diagnostic assessment could influence their classroom practices. This article discusses teachers’ perceptions of diagnostic assessment, reiterates the essence of diagnostic assessment in English language classrooms, explores teachers’ attitudes and utilization of diagnostic assessment techniques, and also investigates the factors influencing teachers’ knowledge of assessment practices. To achieve these objectives, an empirical study on English language teachers’ perceptions of diagnostic assessment, teachers’ attitudes and utilization of diagnostic assessment techniques and factors influencing teachers’ knowledge of assessment practices was conducted. The results show that the majority of English language teachers in the sample have inaccurate perceptions of the purpose of diagnostic assessment and also have negative attitudes to diagnostic assessment in classrooms. The results of the survey indicate that schooling, professional coursework and context are factors that influence ESL teachers’ classroom assessment practices.

scholarly journals Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

2020 ◽  
Author(s):  
Lubna Khalil ◽  
Brunhielda Kholofelo Semono-Eke
Keyword(s):  
Saudi Arabia ◽  
Teaching Methods ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
English Language Teachers

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

scholarly journals WHAT TEACHERS THINK ABOUT ASSESSMENT AND HOW IT INFLUENCES THEIR CLASSROOM-BASED ASSESSMENT PRACTICES – THE RESULTS OF A GLOBAL SURVEY

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Susan Sheehan
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
English Language ◽  
Language Teachers ◽  
Teacher Cognition ◽  
Assessment Practices ◽  
Language Teacher ◽  
Analysis Process ◽  
English Language Teachers ◽  
Teachers Attitudes

This paper considers teachers’ attitudes to assessment.  The attitudes were explored through Borg’s (2015) Language Teacher Cognition Framework.   A mixed-methods approach of questionnaire and interview was adopted.  The online survey was completed by English language teachers working in 57 different countries worldwide. The questionnaire was divided into 3 sections. The first section included questions which related to the participants’ experiences of assessment at school. The second section explored the participants’ assessment training experiences both in their initial teaching training and in any professional development sessions they had attended. The third and final section explored the participants’ assessment practices and their beliefs about assessment.  These three sections are based on the Language Teacher Cognition Framework. The interviews were conducted to explore the reasoning behind the responses given to the questionnaire.  The framework also informed the data analysis process.  Classroom experiences and professional development sessions were found to have the most influence on the teachers’ attitudes to assessment.  The participants were influenced by their experiences of assessment at school as they choose to avoid replicating the assessment practices which had been used when they were being assessed. 

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Teacher Motivation During Emergency Distance Learning

2021 ◽  
pp. 16-45
Author(s):  
Elyanora Yusufovna Menglieva ◽  
Fareeha Manzoor
Keyword(s):  
Distance Learning ◽  
Thematic Analysis ◽  
English Language ◽  
Teacher Motivation ◽  
Lessons Learned ◽  
Language Teachers ◽  
Esl Teachers ◽  
English Language Teachers ◽  
Level Of Motivation ◽  
Rapid Shift

The rapid shift to virtual teaching in response to the COVID-19 pandemic has resulted in emergency remote teaching (ERT) and has highlighted the numerous multilevel challenges associated with it in the countries from the Global South. This chapter aims to explore how this shift to remote teaching has affected English language teachers' level of motivation and how they have adapted to it. In addition, this study offers quantitative and qualitative insights into the effectiveness of the resources employed by EFL/ESL teachers. This is done by analyzing the surveys of 34 teachers and interviews of four teachers from Uzbekistan and Pakistan. Through thematic analysis of the interviews, a detailed account of the challenging factors and their coping strategies were found. This chapter concludes with a discussion on the lessons learned and recommendations on how to make a relatively smoother transition to remote teaching.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

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