scholarly journals The association between EFL teachers’ interpersonal behavior and students’ achievement in English language: selected secondary schools in focus

2016 ◽  
Vol 4 (3) ◽  
pp. 222
Author(s):  
Abate Demissie Gedamu ◽  
Mohammed Shure
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Interpersonal Behavior ◽  
Efl Teachers

scholarly journals Validation of Scores From the Self-Evaluation Checklist for EFL Teachers in Japan

2018 ◽  
Vol 40 (2) ◽  
pp. 77
Author(s):  
Akihiro Mikami
Keyword(s):  
Factor Analysis ◽  
Secondary Schools ◽  
English Language ◽  
Junior High ◽  
Factor Model ◽  
The Self ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Efl Teachers ◽  
Lower Secondary Schools

The purpose of this study was to validate scores produced by a reflection tool called the Self-Evaluation Checklist for EFL Teachers (SECEFLT) in the Japanese context. A survey was conducted with 760 EFL teachers in 984 junior high and lower secondary schools throughout Japan. The collected data were divided into 2 datasets for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results demonstrate that the original model with 32 items should be modified to a new 4-factor model with 18 items, including Content Knowledge and Skills, Pedagogical Knowledge and Skills, Professional Development Knowledge and Skills, and English Language Use by Teachers and Students. The CFA results show acceptable model fit between the new model and the second dataset. Therefore, both the EFA and CFA results provide positive evidence that the revised SECEFLT is a useful reflection tool for Japanese teachers of English in junior high schools and lower secondary schools in Japan. 本研究の目的は、英語教師のための自己評価チェックリストにおける構成概念妥当性と信頼性を検証することである。日本全国の中学校・中等教育学校から無作為に抽出された984校に所属する760名の英語教師を対象に調査を実施した。収集されたデータを2つのセットに分け、それぞれのセットを使用して探索的因子分析と検証的因子分析を実施した。探索的因子分析では、自己評価チェックリストの回答データは、初版の32項目より修正版の18項目から成る4因子構造 (教科の知識・技能、教科を教えるための知識・技能、教師の成長に関する知識・技能、教師と生徒による英語使用) に修正する必要があることが確認された。検証的因子分析では、修正版のモデルはデータに適合していることが確認された。したがって、自己評価チェックリスト (修正版) は、日本の中学校・中等教育学校の日本人英語教師の専門能力を測定するための論理的な基盤を持っていることが示唆された。

scholarly journals Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region

2019 ◽  
Vol 2 (6) ◽  
pp. 94-96
Author(s):  
Zebo Botirova Hakimjon qizi ◽  
Islomjon Umrzoqov Israilovich
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Context ◽  
Efl Teachers ◽  
Learning English

One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools.

scholarly journals Assessing the Practices of School-based English Mentoring: The Case of Four Government Secondary Schools in West Gojjam Zone

2021 ◽  
Vol 3 (3) ◽  
pp. 01-14
Author(s):  
BELAYNEH AMSALU
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Strategy ◽  
Experienced Teachers ◽  
Department Heads ◽  
School Based ◽  
Efl Teachers ◽  
West Gojjam ◽  
West Gojjam Zone

The main purpose of this study was to explore EFL teachers’ practice on school-based English mentoring on four selected government secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 16 experienced EFL teachers who are assigned to lead the mentoring role and 36 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants respectively. Whereas, comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low. The literature in the field suggests that less-experienced teachers’ learning to teach can be facilitated through the constructive support and advice of experienced teachers within a collaborative learning environment. However, this research highlights there is a loose interaction among the stakeholders of the mentoring practice – mentors, mentees and school administrators. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.   

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals Teachers’ Perception about English as a Medium of Instructions: Evidence from the Government Higher Secondary Schools of Sindh, Pakistan

2021 ◽  
Vol 11 (4) ◽  
pp. 362-371
Author(s):  
Abul Ala Mukhtar ◽  
Zafarullah Sahito ◽  
Abida Siddiqui
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Social Institutions ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Common People ◽  
British Rule ◽  
The Government ◽  
Set Up

This case study inquires the perceptions and experiences of teachers about the English as a medium of instructions at government higher secondary schools of Warah city of Sindh, Pakistan. It witnesses that a large chunk of the population is diversified to use their provincial or regional languages as destined by socio-political heritage. Because English was remained a paramount part of educational context in Pakistan during British rule. In Sindh, students learn English from their teachers at their schools, who by no means really acquire the required proficiency in the English language. The research design undertaken was qualitative in nature and revolved around the semi structured interviews. English as a medium of instruction has a daunting and remarkable role to set to be set up across the globe. The mother tongue has the supreme role to play in the organized system of social institutions, which has massive resources of linguistics pouring down to the common people in the forms of superb streams of dialects with definite code of syntax, semantics and pragmatism. The extra reading materials with the support of technology, the English lessons can play a pivotal role to give internalization and adaptation of English language as a medium of instruction.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

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