scholarly journals EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM OF THE FACULTY OF EDUCATION, UNIVERSITY OF BENGHAZI USING THE PEACOCK MODEL: TOWARDS QUALITY EDUCATION

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Regilito D. Laurel ◽  
Annabelle C. Belting ◽  
Ennaji Omran Almansouri
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Teaching Program ◽  
Student Centered Learning ◽  
Reflective Teacher ◽  
Faculty Of Education

<p>The English Language Teaching (ELT) is a theory and practice of English teaching and learning for the welfare of the non-native students whose language is not English. It is an English language degree in exploring the application of the language development and current practice in teaching and testing. The study aims to identify the aspects of the English Language Teaching (ELT) and how do the aspects of the English Language Teaching (ELT) program should be maintained and improved based on the Peacock’s Model and Evaluation. The study employs the quantitative and qualitative descriptive research design and method. The study comprised seventeen (17) alumni of the Faculty of Education, English Department, University of Benghazi, Libya as these participants had experienced the evaluation of the English Language Teaching program to be maintained and to be improved in the Faculty of Education. Purposive sampling is utilized in the study because it is non-probability which is known as judgmental, subjective, and selective sampling. Results show that participants are encouraged to be a reflective teacher when they start teaching and taught to evaluate themselves as a teacher which is vital and important in ELT profession in the Faculty of Education and in English as a Foreign Language, show to promote flexibility in using different teaching practices in different situation and classroom management skills in terms of participation, show that there is adequate training and teaching skills and balances of teacher-centered and student-centered learning on its courses in ELT in terms of experimentation, show to avoid overlapping information between different courses and are ready to teach ELT of the program in the university in terms of application, and show that participants are encouraged to reflect on their past experiences as a language learners and are encouraged to be a reflective teacher in their teaching process in terms of cooperation.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" /></p>

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

2021 ◽  
Vol 13 (3) ◽  
pp. 106-124
Author(s):  
Yoones Tavoosy
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Fifth Grade ◽  
International Exchange ◽  
Intensive English ◽  
Teaching Programme ◽  
Universal Language ◽  
Intensive Course

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum.   Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

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