scholarly journals HOW LIKELY IS IT TO TEACH CULTURE IN EFL COURSES? - THE CASE OF PRIVATE AND STATE SCHOOL TEACHERS IN TURKEY

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Mustafa Civelek ◽  
Işılay Toplu
Keyword(s):  
Private School ◽  
State School ◽  
Structured Interviews ◽  
School Teachers ◽  
Teaching Culture ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Culture Teaching ◽  
Teachers Attitudes ◽  
Made In

With the recognition of English as a Lingua Franca, intercultural communication has gained great importance. As a result, culture teaching has become an indispensable component of EFL classrooms. Even though there has been extensive research on the attitudes of EFL teachers towards culture teaching, few studies were found bringing attention to the differences between private and state school teachers to this end. The purpose of this research is therefore to shed light on private and state school EFL teachers’ attitudes towards culture teaching, their classroom practices, and the obstacles they come across upon this. The participants are 72 EFL teachers (32 state, 32 private) working at different institutions in Turkey. The data were collected employing a questionnaire and semi-structured interviews. The results revealed that both private and state school teachers have positive attitudes towards culture incorporation in their lessons. However, private school EFL teachers were proven to have more positive opinions about culture teaching. The findings also indicated that both private and state school EFL teachers integrate culture into their lessons to some extent. However, both groups reported some obstacles that they come across while teaching culture. The details are further discussed and the implications are made in the article. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals Actitudes del profesorado de secundaria hacia estudiantes con diagnóstico de trastorno mental en colegios de la provincia de Concepción y Diguillín: Un estudio cualitativo

2021 ◽  
Vol 39 (1) ◽  
pp. 283-298
Author(s):  
Cecilia Cariaga Balboa ◽  
Pamela Grandon Fernández
Keyword(s):  
Middle School ◽  
Mental Disorder ◽  
Middle School Teachers ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
School Teachers ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
The Impact

Las actitudes de los profesores hacia estudiantes con diagnóstico de trastorno mental han sido escasamente exploradas en Chile y Latinoamérica, a pesar de su importancia por el impacto que tienen en el proceso de aprendizaje de los alumnos. El presente estudio tuvo por objetivo describir las actitudes de los profesores de secundaria hacia estudiantes que presentan un diagnóstico de trastorno mental. Esta investigación empleó una metodología cualitativa con enfoque fenomenológico. Se utilizó análisis de contenido y temático para analizar los corpus. La muestra se obtuvo por conveniencia y correspondió a 30 profesores de enseñanza secundaria procedentes de colegios de diferente dependencia administrativa (municipal, subvencionado y particular). Se realizaron entrevistas semi estructuradas, por saturación teórica. Los resultados muestran que los profesores de enseñanza secundaria manifiestan actitudes contradictorias, positivas y negativas, hacia sus estudiantes con trastorno mental (TM). Las actitudes negativas tienen que ver con el temor y peligrosidad mientras que las actitudes positivas están relacionadas con el apoyo y expectativas favorables de éxito. Las actitudes negativas son comparables con las que mantiene la población en general, mientras que las actitudes positivas y las expectativas favorables de éxito hacia sus estudiantes podrían explicarse por el impacto de la educación inclusiva en los colegios y la teoría del contacto. Estos resultados deberían servir para guiar a los establecimientos educacionales en la mejora de las actitudes de los docentes hacia estudiantes con TM. Teachers' attitudes towards students with a diagnosis of mental disorder have been little explored in Chile and Latin America, despite their importance due to the impact they have on the learning process of students. The present study aimed to describe the attitudes of secondary school teachers towards students who present a diagnosis of mental disorder. This research used a qualitative methodology with a phenomenological approach. Content and thematic analysis was used to analyze the corpus. The sample was obtained for convenience and corresponded to 30 middle school teachers average coming from schools of different administrative dependency (municipal, subsidized and private). Semi-structured interviews were carried out, due to theoretical saturation. The results show that middle school teachers show contradictory, positive and negative attitudes towards their students with mental disorder (TM). Negative attitudes have to do with fear and dangerousness while positive attitudes are related to support and favorable expectations of success. Negative attitudes are comparable to those held by the general population, while positive attitudes and favorable expectations of success towards their students could be explained by the impact of inclusive education in schools and the theory of contact. These results should serve to guide educational establishments in improving teachers' attitudes towards students with TM.

scholarly journals Are Prospective EFL Teachers Culturalist or Interculturalist?

2020 ◽  
Vol 9 (3) ◽  
pp. 143
Author(s):  
Dincay Koksal ◽  
Gulten Genc
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Cultural Intelligence ◽  
State University ◽  
Teaching Culture ◽  
Undergraduate Study ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Culture Teaching ◽  
Research Findings

The research aimed to investigate the current cultural stance and the attitudes of prospective EFL teachers towards culture teaching. For this purpose, 200 teacher candidates (73 males 127 females) studying at a teacher training program of a state university were involved in the study. A demographic information form and two questionnaires were used to collect the data. The participants&rsquo; cultural intelligence profile was assessed under four sub-dimensions. Statistical analyses such as descriptive statistics, independent samples T-tests, Pearson Correlations, and ANOVA were used in analyzing the quantitative data. According to the results of the study, EFL student teachers had positive attitudes towards teaching culture in foreign language classes. They were also seen to have varying degrees of cultural intelligence. As for the effect of gender, age, and the year of the study at the faculty, the analyses revealed that gender and age were not related significantly to the attitudes towards culture teaching and cultural intelligence. The year of the study at the faculty seemed to have a significant relationship with the attitudes towards culture teaching and cultural intelligence. The last two years of undergraduate study at the ELT departments were seen to be significant on prospective EFL teachers&rsquo; culturalist or interculturalist stances. Finally, the researchers discovered a positive relationship between prospective teachers&rsquo; attitudes towards culture teaching and their meta-cognitive, motivational, and behavioral dimensions of cultural intelligence. Some recommendations were presented for future researchers and practitioners relying on the research findings.

Teachers' Attitudes Towards the Use of Tablets in Six EFL Classrooms

2020 ◽  
pp. 284-298
Author(s):  
Aysegul Liman Kaban ◽  
Isil Boy Ergul
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Advantages And Disadvantages ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This research study intends to explore teachers' use of tablets to in six EFL classrooms. The case study covers one private primary school in Istanbul, Turkey. Through the analysis of semi-structured interviews, the aim is to find out the factors affecting EFL teachers use of tablets, their attitudes towards using these devices, and the advantages and disadvantages they see in using tablets in their teaching. The study focuses on teachers' perspective as they are by and large ignored when it comes to the introduction of new technologies in educational institutions.

scholarly journals Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak

2021 ◽  
Vol 4 (2) ◽  
pp. 87
Author(s):  
Mustafa Civelek ◽  
Işılay Toplu ◽  
Levent Uzun
Keyword(s):  
Online Instruction ◽  
Structured Interviews ◽  
Adequate Knowledge ◽  
Efl Teachers ◽  
Teacher Training Programs ◽  
Service Training ◽  
Research Questions ◽  
Teachers Attitudes ◽  
The Impact ◽  
Instruction Methodology

The purpose of the present study is to shed light on the attitudes of Turkish EFL teachers towards online instruction (OI), the impact of training on their attitudes, the obstacles they encounter, and the strategies to deliver OI more successfully throughout the Covid-19 outbreak. The participants were 70 EFL teachers (52 female, 18 male). The data was collected through a questionnaire and semi-structured interviews. The data were analyzed by using SPSS 26. Descriptive statistics of each item was calculated and an independent sample t-test was conducted to answer the research questions. For the analysis of the interview data, the responses of the participants were transcribed and the recurring themes were identified. The results revealed that the attitudes of Turkish EFL teachers, who experienced online instruction during the Covid-19 outbreak, are not as positive as expected regarding some of the results of the related research in the literature. The interview findings revealed that EFL teachers do not feel capable of delivering online instruction effectively since they do not have adequate knowledge and necessary skills to do that. In view of the findings, it’s suggested that online instruction methodology should be integrated into teacher training programs and teachers should receive an in-service training about the related subject.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers&rsquo; use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers&rsquo; use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students&rsquo; language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers&rsquo; lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

scholarly journals Perceptions of teachers for interactive whiteboard (the sample of Çanakkale city)

2014 ◽  
Vol 4 (4) ◽  
pp. 41-58 ◽  
Author(s):  
Dinçer Temelli ◽  
Salih Zeki Genç
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Teachers ◽  
Volunteer Teachers ◽  
Positive Attitudes ◽  
Long Time ◽  
Teachers Attitudes

The purpose of this study is to examine secondary school teachers' attitudes towards the Interactive Whiteboard (IWB). This study tries to reveal teachers' attitudes towards the IWB and the effects of gender, age, daily and weekly usage of the IWB on these attitudes. The search group consists of130 volunteer teachers who work in Çanakkale province in the 2012-2013 academic years. The data was collected via "Interactive Whiteboard Attitude Scale". The results of the research shows that the teachers promote positive attitudes towards the IWB and those attitudes doesn't change according to the age or gender. The study indicates that teachers develop positive attitudes towards IWB and there are no essentially age or gender differences in the attitudes of teachers towards IWB. It is clear in the study that the teachers who have used IWB for a long time and who have spent more time on IWB in a week have built more positive attitudes towards educational and motivational effects of IWB.

scholarly journals Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives

2021 ◽  
Vol 6 (1) ◽  
pp. 96-104
Author(s):  
Dian Novita ◽  
Oikurema Purwati
Keyword(s):  
Junior High School ◽  
Intercultural Competence ◽  
Target Language ◽  
Public And Private ◽  
English Curriculum ◽  
Teaching Culture ◽  
Language And Culture ◽  
Positive Attitudes ◽  
Study Results ◽  
Efl Teachers

It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account. HIGHLIGHTS: The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial. The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.  

scholarly journals Perkaitan antara Sikap dan Tindakan Guru-Guru Sekolah terhadap Penganiayaan Kanak-Kanak

2015 ◽  
Author(s):  
CHAN CHEONG CHONG ◽  
ABDULL SUKOR SHAARI
Keyword(s):  
Child Abuse ◽  
Child Maltreatment ◽  
Rational Action ◽  
School Teachers ◽  
Chi Square ◽  
Course Of Action ◽  
Positive Attitudes ◽  
Teachers Attitudes

Correct attitudes and substantive courses of action are two primary factors in the process of preventing or advocating for child maltreatment cases. School teachers are among signifcant adults to children. Hence this study explores the relationships between attitudes and courses of actions of school teachers towards issues of child maltreatment. Two-hundred and ffty fve teachers participated in this study by responding to the “Educator and Child Abuse Questionnaire”. The fndings show that most of the teachers (63%) displayed uncertain attitudes regarding the issues of maltreatment. All of the teachers chose to take at least one action, rational action, when facing suspected maltreatment cases. However, Chi-Square analyses show that there are no signifcant relationships between teachers’ attitudes and their courses of action. Having positive attitudes does not warrant a correct course of action. As a result, an individual’s course of action is mostly affected by the uniqueness of the case and the availability of substantive information of the case.  

scholarly journals English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context

2014 ◽  
Vol 22 ◽  
Author(s):  
Reza Dashtestani
Keyword(s):  
Foreign Language ◽  
Online Instruction ◽  
Language Teachers ◽  
Learning Technology ◽  
Blended Instruction ◽  
Structured Interviews ◽  
Efl Context ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Perspectives

This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools and language-teaching institutions in Iran. Results suggest that although the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of online instruction, the majority of them preferred blended instruction to online instruction. At the same time, the study revealed that the implementation of online EFL instruction in Iran is challenging due to a number of perceived impediments and obstacles. The most considerable perceived challenges to the implementation of online EFL instruction comprise lack of online facilities and resources, lack of interaction in online instruction, cultural resistances to online instruction and teachers’ limited knowledge of online instruction. The findings of this study provided crucial insights into teachers’ perspectives on a number of measures that can be adopted to facilitate the integration of online instruction in the EFL context of Iran. The findings would provide valuable insights for educational authorities and course designers to integrate online instruction into the EFL curriculum.Keywords: online instruction; blended instruction; teachers' attitudes; challenges; English as a foreign language(Published: 14 March 2014)Citation: Research in Learning Technology 2014, 22: 20142 - http://dx.doi.org/10.3402/rlt.v22.20142

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