scholarly journals Effective Language Teachers’ Characteristics as Perceived by English Language Private Institutes’ Administrators in Iran

2020 ◽  
Author(s):  
Negar Yazdanipour ◽  
Mehrnoush Fakharzadeh
Keyword(s):  
Work Experience ◽  
English Language ◽  
Teacher Educators ◽  
Professional Competence ◽  
School Administrators ◽  
Interpersonal Relationship ◽  
Language Teachers ◽  
Female Administrators ◽  
Learning And Teaching ◽  
Lower Priority

Recruiting wisely from the available supply of teachers is one of the instructional roles of school administrators. Their hiring and retaining decisions, among other things, can influence learners' achievements. The number of studies examining the features of effective language teachers in the eyes of administrators is limited. Therefore, the present study was designed to examine how effective language teachers are perceived by administrators of English Private Language Institutes in Iran. To this end, 27 male and female administrators were selected and interviewed. Thematic analysis was used to analyze the narrative data. The results of coding revealed several characteristics of effective language teachers, which were categorized and grouped under seven themes: teacher’s appearance, personal traits, business-related traits, love of the profession, professional competence, work experience, and interpersonal relationship. The perceptions of this group of stakeholders were then compared and contrasted with the features mentioned in the literature and interpreted in view of the commercialization of education. The study concluded that the administrators gave lower priority to learning outcomes and educational concerns. For the administrators, teachers’ appearance and their traits are more important than some job-related features. These features are assumed to be closely related to the third dominant theme of business-related characteristics. The results, overall, might reflect the teachers' obligation to adjust their practices to the administrators' expectations, which are, in turn, influenced by the primacy of commercial interests over learning and teaching interests. The findings of the study may have implications for teacher educators, teaching candidates and working teachers.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 25
Author(s):  
Ziad Abdulrahman Al-Muwallad
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Vital Role ◽  
Language Teachers ◽  
The Internet ◽  
King Saud University ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

Requirements to the Professional Competence of English Language Teachers in Belgium

2014 ◽  
Vol 4 (3) ◽  
pp. 77-82 ◽  
Author(s):  
Yevheniya Protsko
Keyword(s):  
Vocational Education ◽  
English Language ◽  
Professional Competence ◽  
Language Teachers ◽  
Teacher Competence ◽  
Practical Skills ◽  
Communicative Skills ◽  
English Language Teachers ◽  
European Education ◽  
High Level

Abstract The concept of a teacher competence in the works of national and foreign scholars has been investigated in the article. The author describes the standards for English teachers in Belgium that is considered to be an inalienable element of the European education. The qualified training of the teachers is denoted as pedagogical, didactic and methodical knowledge mastering and obtaining research and practical skills. In Belgium vocational education in general and teacher training in particular are described as training of an educational specialist with vocational, organizational, communicative skills and high level of the competence.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

Supporting the development of primary in-service teacher educators

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 428-437
Author(s):  
Laura Grassick
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
State School ◽  
English Language Teachers ◽  
University Lecturers ◽  
School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

scholarly journals Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

2013 ◽  
Vol 47 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Xuesong (Andy) Gao ◽  
Yanyi Liao ◽  
Yuxia Li
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Performance ◽  
Learning And Teaching ◽  
Wide Range ◽  
Research Scholarship ◽  
Teachers Professional Development

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

scholarly journals PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ REFLECTIONS ON COOPERATIVE ASSESSMENT

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustafa Zülküf Altan
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Social Skill Development ◽  
Final Exam ◽  
Learning And Teaching ◽  
English Language Teachers ◽  
Academic Year

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 79-96
Author(s):  
Karen Andrea Cuervo-Rodríguez ◽  
Jairo Enrique Castañeda-Trujillo
Keyword(s):  
Identity Construction ◽  
Language Learners ◽  
Narrative Analysis ◽  
English Language ◽  
Teacher Educators ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teachers ◽  
Negative Feelings

This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.

scholarly journals IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI

2019 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Luluk SETYOWATI
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Technology Program ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
The Social ◽  
Long Time ◽  
English Language Teachers ◽  
Active Communication

<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>

scholarly journals The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nasim Ghanbari ◽  
Sima Nowroozi
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Language Teachers ◽  
Online Assessment ◽  
Learning And Teaching ◽  
Long Run ◽  
Integration Of Technology ◽  
English Language Teachers

AbstractFor many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

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