scholarly journals Making a Case for New Directions in English Language Teaching Research at an Omani University: A Critical Qualitative Content Analysis Report

2015 ◽  
Author(s):  
Ali Al-Issa
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Critical Dimension ◽  
English Language Teaching ◽  
Sultanate Of Oman ◽  
Teaching English ◽  
Sultan Qaboos University ◽  
New Directions ◽  
Master Of Education

Sultan Qaboos University (SQU) has been the sole English Language Teaching (ELT) research enterprise in the Sultanate of Oman through the Master of Education (M.Ed.) in Curriculum and Methods of Teaching English degree program it launched in the early 1990s. Eighty-two theses have been completed so far about topics pertinent to ELT in the Sultanate of Oman. However, a review of those theses has shown that the discussion of these topics lacks a critical dimension that can advance Omani ELT at the micro and macro levels. This critical qualitative study, therefore, sets out to make a case for new directions in ELT research at the M.Ed. in ELT program at SQU. The discussion should lead to better understanding of the multiple ELT problems in the Sultanate of Oman and have implications for other similar contexts.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

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.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

Reconciling opposites to reach compromise during ELT textbook development

2021 ◽  
pp. 136216882110402
Author(s):  
Dawn Atkinson
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
English Language Teaching ◽  
Data Sets ◽  
Authentic Material ◽  
Research Perspective ◽  
Textbook Evaluation ◽  
Think Aloud Protocols ◽  
Concurrent Verbalization

Though reports of pedagogic materials production point to the range of compromises authors make when writing language teaching textbooks, many accounts are retrospective in nature. This study sought to expand the research perspective by interrogating writing episodes via qualitative content analysis to discover how two expert ELT (English language teaching) textbook writers managed compromises during ongoing coursebook development. The authors’ data sets – primarily composed of think-aloud protocols and transcripts of pre- and post-concurrent verbalization interviews – revealed that they applied pragmatic judgement when contemplating the incorporation of textually authentic material and reconciled continuity and variety when developing unit frameworks and content, all with textbook audiences, contexts, and purposes in mind. Further, one of the authors reached compromise with project partners to integrate monologue and dialog texts into his book, while the other squared pedagogic imperatives with publishing realities by skillfully navigating textbook length, design, and deadline parameters during her project. By reconciling ostensible opposites to reach compromise, the authors balanced complexities to see their books through to completion. This research may inspire neophyte textbook writers’ efforts as they examine the architecture of writing sessions and prompt teachers to weigh authorial choices and balances during ELT textbook evaluation.

Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

scholarly journals Teachers' Perception on Postmethod Pedagogy in EFL Classes of Nepal

2018 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Pitambar Paudel
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
Phenomenological Research ◽  
English Language Teaching ◽  
Quality Changes ◽  
Teaching English ◽  
English As Foreign Language ◽  
Phenomenological Research Design

Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context, this study attempts to explore the teachers' perception on postmethod pedagogy in English as Foreign Language (EFL) classes of Nepal. In order to achieve the designated objective, the descriptive phenomenological research design was used and 12 teachers who are teaching English at different schools in Pokhara were purposively selected. The data revealed that teachers have a positive and hopeful experience towards postmethod pedagogy and want to open quality changes in English language teaching, developing context and culture sensitive pedagogy.

Teacher engagement in research: Published resources for teacher researchers - Books from regional locations - Gregory Hadley (ed.). Action research in action, Singapore: SEAMEO Regional Language Centre (2003). Pp. iv + 54. ISBN 9971-74-081-8. - Gertrude Tinker Sachs (ed.). Action research in English language teaching. Hong Kong: City University of Hong Kong (2002). Pp. vii + 255. ISBN 962-442-227-3. - Books from governmental initiatives - Simon Borg (ed.). Classroom research in English language teaching in Oman. Oman: Ministry of Education, Sultanate of Oman (2006a). Pp. xii + 136. No ISBN. - Simon Borg (ed.). Investigating English language teaching and learning in Oman. Oman: Ministry of Education, Sultanate of Oman (2008). Pp. xiii + 166. ISBN 978-9948-03-769-9. - Kay Gallagher & Khadar Bashir-Ali (eds.). Action research and initial teacher education in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2007). Pp. 141. ISBN 978-9948-03-554-1. - Anne Warne, Michael O'brien, Zafar Syed & Mary Zuriek (eds.). Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2006). Pp. 124. ISBN 9948-03-246-2. - Books from international contexts - Simon Borg (ed.). Language teacher research in Europe. Alexandria, VA: TESOL (2006b). Pp. vii + 206. ISBN 978-1931-18-537-0. - Anne Burns & Jill Burton (eds.). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL (2008). Pp. vii + 249. ISBN 978-1931-18-547-9. - Christine Coombe & Lisa Barlow (eds.). Language teacher research in the Middle East. Alexandria, VA: TESOL (2007). Pp. vii + 209. ISBN 978-1931-18-541-7. - Thomas S. C. Farrell (ed.). Language teacher research in Asia. Alexandria, VA: TESOL (2006). Pp. vii + 209. ISBN 978-1931-18-533-2. - Leketi Makalela (ed.). Language teacher research in Africa. Alexandria, VA: TESOL (2009). Pp. vii + 124. ISBN 978-1931-18- 554-7. - Hedy M. Mcgarrell (ed.). Language teacher research in the Americas. Alexandria, VA: TESOL (2007). Pp. vii + 203. ISBN 978-1931-18-542-4.

2010 ◽  
Vol 43 (4) ◽  
pp. 527-536 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Sultanate Of Oman ◽  
Language Teacher ◽  
Colleges Of Technology

scholarly journals A CRITICAL REVIEW OF THE SINGAPORE ENGLISH LANGUAGE SYLLABUS AS AN ADVANCE SYLLABUS IN ENGLISH LANGUAGE TEACHING (ELT)

2020 ◽  
Vol 4 (1) ◽  
pp. 46-60
Author(s):  
Imam Munandar
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Functional Approach ◽  
English Language Teaching ◽  
National Standard ◽  
Teaching English ◽  
Technical Issues

Abstract: The syllabus function as a framework that provide a national standard from which teachers gain a clear target of teaching English in schools. This research is a descriptive study by which it critically reviews the English language syllabus in Singapore, as an advance syllabus at time. The instrument of the review is a set of syllabus review outlined by Chew. This research has found  th the at syllabus is seen to be organized around the functional approach which necessitates the language in use. Besides, it conceptualizes language as an integration of linguistics, sociocultural, discourse and strategic competences. Teaching and learning leaning language is heavily put on learning process. It sees language acquisition involves certain processes and strategies, and thus teacher should focus on them. The syllabus implementation faces some challenges. Some teachers have different belief and values from the syllabus and resist the adoption. While the syllabus prescribes the communicative approach, they retain structuralism and behaviorism in teaching and learning the language. This situation is worsened by some technical issues. Some heads of department in schools have weak socialization of the syllabus in their schools, leading it unnoticed by teachers. Some textbooks fail to comply with the approach prescribed in the syllabus and thus demand a larger effort from teachers to select textbooks that accurately reflect the syllabus. Keywords: Chew’s Critical Review of Syllabus, English language syllabus, English Language Teaching Abstrak: Fungsi silabus sebagai kerangka kerja yang menyediakan standar nasional supaya para guru mendapatkan target yang jelas untuk mengajar bahasa Inggris di sekolah. Penelitian ini adalah penelitian deskriptif yang mengkaji silabus bahasa Inggris secara kritis di Singapura, sebagai silabus lanjutan pada saat itu. Instrumen ulasan adalah seperangkat tinjauan silabus yang digariskan oleh Chew. Penelitian ini menemukan bahwa silabus diorganisir dengan pendekatan fungsional yang mengharuskan bagaimana bahasa digunakan. Selain itu, bahasa dikonsepkan sebagai integrasi linguistik, sosiokultural, wacana dan kompetensi strategis. Mengajar dan belajar bahasa sangat bergantung pada proses belajar. Hal ini terlihat dari penguasaan bahasa melibatkan proses dan strategi tertentu, dan dengan demikian guru harus fokus pada strategi tersebut. Sementara itu, implementasi silabus menghadapi beberapa tantangan. Beberapa guru memiliki kepercayaan dan nilai yang berbeda dari silabus dan menolak untuk di adopsi. Ketika silabus menentukan pendekatan komunikatif, mereka mempertahankan strukturalisme dan behaviorisme dalam mengajar dan belajar bahasa. Situasi ini diperburuk oleh beberapa masalah teknis. Beberapa kepala departemen di sekolah memiliki sosialisasi silabus yang lemah di sekolah mereka, sehingga tidak diperhatikan oleh guru. Beberapa buku teks gagal mematuhi pendekatan yang ditentukan dalam silabus dan karenanya menuntut upaya yang lebih besar dari guru untuk memilih buku teks yang secara akurat yang mencerminkan silabus. Kata Kunci: Analisa kritis silabus Chew, Silabus Bahasa Inggris, Pembelajaran Bahasa Inggris

scholarly journals Describing The Way of Teaching English to Students with Hearing Impairment

2017 ◽  
Vol 5 (2) ◽  
pp. 75
Author(s):  
Aditya Pratama ◽  
Joko Nurkamto ◽  
Endang Setyaningsih
Keyword(s):  
Hearing Impairment ◽  
Research Finding ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Proficiency Level ◽  
Learning English

<p>Despite of the numerous researches of English language teaching, there are not many researches about teaching English to students with hearing impairment, thus this research is implemented. The objectives of the research are to: (1) describe the implementation of teaching and learning English in XI grade students of SLB-B in Surakarta (2) identify the problems faced by teacher and students in the process of teaching and learning English, and (3) find out the students’ proficiency level in English. This research used qualitative naturalistic method. The data were collected through observation, interview, and document collecting. Coding was used in analyzing the data. The research finding shows that the students with hearing impairment are also able to understand English as long as the teacher uses various teaching method which are suitable with them. The students’ problems are coming from of their lack of language input which results in their imperfect pronunciation and limited vocabulary.</p>

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