scholarly journals “Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

2019 ◽  
Author(s):  
Leila Tajik ◽  
Seyyed-Abdolhamid Mirhosseini ◽  
Ameneh Ramezani
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher ◽  
Use Of Technology ◽  
The Status ◽  
Language Schools ◽  
Skills Use ◽  
Theory Practice Gap

This study relied on the reflections of 12 novice English language teachers and 3 supervisors to explore the status quo of teacher training in 3 private language institutes with headquarters in Tehran and about 420 language schools throughout the country. Extensive data collection was done through semi-structured interviews, focus group discussions, and teacher diaries as well as informal peer interviews and observation of occasional meetings of supervisors and teachers. To analyze data, an inductive analysis procedure was used. Findings revealed that current language teacher training courses in the context of concern may require different types of improvements with regard to theory-practice gap, supervised in-service workshops, reflective teaching skills, use of technology, and teachers' experiential learning.

Meaningfully Engaging EFL Students in the Digital School

2021 ◽  
pp. 92-118
Author(s):  
Stamatia Savvani
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Efl Students ◽  
English Language Teachers ◽  
State Schools

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

scholarly journals Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Omer Elsheikh Hago Elmahid ◽  
Hatim Sami Mahmoud Bioumi
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Positive Impact ◽  
Training Programme ◽  
Language Teachers ◽  
Educational Institutions ◽  
Language Teacher ◽  
British Council ◽  
English Language Teachers

<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>

English Language Teachers’ Vision and Motivation: Possible Selves and Activity Theory Perspectives

RELC Journal ◽  
2018 ◽  
Vol 50 (3) ◽  
pp. 457-474
Author(s):  
Teymour Rahmati ◽  
Karim Sadeghi ◽  
Farah Ghaderi
Keyword(s):  
Activity Theory ◽  
Mixed Methods Research ◽  
English Language ◽  
Possible Selves ◽  
Language Education ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher ◽  
Teacher Vision ◽  
English Language Teachers

Recent research has identified a direct link between language teachers’ self and motivation, and their relationship with conceptual change and professional development. A better understanding of the exact manner in which language teachers’ perceptions of self interact with their motivation, however, requires further empirical evidence from a variety of contexts employing various research methods. Drawing upon possible selves theory and Activity Theory, the present mixed-methods research explored language teacher vision and its relationship with motivation in the Iranian state sector language education context. In the first qualitative phase, semi-structured interviews were conducted with 10 teachers on their vision and motivation to teach English. In the second quantitative phase, a researcher-developed questionnaire informed by the interview data was electronically administered to in-service language teachers (N = 211). Data analysis identified a typology of English language teacher vision and a positive relationship (r = .59) between vision and motivation. A coefficient determination of around 35% showed the degree of covariance between the two constructs. Furthermore, the study indicated that some contradictions among the rules, tools, community, and division-of-labour components of language teacher motivation activity system mediated the motivational force of vision. The study implies that teacher education programmes should raise English language teachers’ awareness of the positive motivational force of vision.

scholarly journals Queer English Language Teacher Identity: A Narrative Exploration in Colombia

2018 ◽  
Vol 20 (1) ◽  
pp. 89-101
Author(s):  
Roderick Lander
Keyword(s):  
Thematic Analysis ◽  
Teacher Identity ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Queer Identity ◽  
Language Teacher ◽  
Gay Male ◽  
English Language Teachers ◽  
Language Teacher Identity

This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews with the participants and then carried out a thematic analysis of these interviews which led to the emergence of three main themes. Here, I present the most prevalent theme, that of being a gay language teacher in the Colombian context which reveals that the participants all live their queer identity alongside their language teacher identity with ease although they do recount instances of homophobia which have impacted their day-to-day lives and their careers.

scholarly journals Blended learning: Investigating its potential in an English language teacher training program

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Zeynep Kocoglu ◽  
Yesim Ozek ◽  
Yesim Kesli
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Training Program ◽  
English Language ◽  
Language Teachers ◽  
Language Teacher ◽  
Face To Face ◽  
Teacher Training Program ◽  
English Language Teachers ◽  
Face To Face Instruction

<span>Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended learning in language teacher education. This study discusses a blended learning approach for a teacher training program designed for in-service English language teachers, and investigates its effectiveness by comparing with a face to face MA Program in English Language teaching. The research involved 39 in-service English language teachers, with 12 studying in a blended course (i.e., they received face to face instruction in the classroom and used web-based materials) and 27 in a traditional classroom. Results indicated that there was no difference in content knowledge acquisition between teachers receiving blended instruction and teachers receiving face to face instruction.</span>

scholarly journals English Language for Refugees at Higher Education

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 77-87
Author(s):  
Omer Faruk Ipek
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Educational Background ◽  
Language Teachers ◽  
Structured Interviews ◽  
Refugee Students ◽  
Educational Backgrounds ◽  
The Status

After the massive immigration caused by the war in middle east, English language filled the communicationgap between the people of host counties and refugees. Framing the study with language learning for resilience, in this qualitative case study, the status of refugee students at a Turkish higher education foreign language institution has been investigated to find out: (a) educational background of refugee students, (b)refugees’ current state of language learning for resilience, and (c) instructors’ positions on English education for resilience.Two Iraqi, one Syrian refugee students and their two language teachers participated in this study. Tocollect data, semi-structured interviews were conducted. The results showed us that although these students are coming from different educational backgrounds, they hold similar beliefs about English education and have hopes for their future. It is implied that with special and intensive assistance, being competent in English language will open the gates to global opportunities for refugees.

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>

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

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