scholarly journals English Language Teachers’ Attitudes Towards Critical Thinking within Moroccan High Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 55-67
Author(s):  
Youssouf Laabidi
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
Analysis Of Means ◽  
Level Of Use ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Descriptive Statistical Analysis

This study addresses the restricted attention of critical thinking in the Teaching of English as a Foreign Language (TEFL) in Moroccan high schools, which is one of the new issues investigated in recent times. Many students could not think critically since their instructors could not implement critical thinking into their instructional practices every day. The primary bjective of this inquiry is to examine teachers’ attitude towards the use of critical thinking in the classroom. In this paper, the questionnaire was used to address only English language high school teachers. Descriptive statistical analysis of means, standard deviations, and percentages were used. The results showed that teachers held a positive attitude towards the use of critical thinking in the classroom. Therefore, they need not hesitate to introduce it in their teaching. Our findings strongly indicate that having an understanding of what really happened in the classroom will surely help shape the development of critical thinking in education. This suggests that further study could be carried to determine teachers’ level of use of critical thinking in Moroccan high schools.

scholarly journals Demotivational Factors among Secondary School EFL Teachers in Iran

2015 ◽  
Vol 6 (2) ◽  
pp. 932-942
Author(s):  
Abolhassan Nazari ◽  
Saeed Taki
Keyword(s):  
Secondary School ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
School Teachers ◽  
Attitudes And Behaviors ◽  
South West ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Teachers Attitudes

Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE ◽  
Khalid AL-HARIRI
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Survey Method ◽  
Standard English ◽  
Online Questionnaire ◽  
Lingua Franca ◽  
Language Courses ◽  
The Status ◽  
English Language Teachers ◽  
Teachers Attitudes

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. 

scholarly journals ESL Teachers and Diagnostic Assessment: Perceptions and Practices

2019 ◽  
Vol 16 (2) ◽  
pp. 33-48
Author(s):  
Folasade Esther Jimola ◽  
Graceful Onovughe Ofodu
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Diagnostic Assessment ◽  
Assessment Practices ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
Factors Influencing ◽  
Assessment Techniques ◽  
English Language Teachers ◽  
Teachers Attitudes

Diagnostic assessment is an indispensable aspect of pedagogy. Past research has shown that teachers’ perceptions and attitudes to diagnostic assessment could influence their classroom practices. This article discusses teachers’ perceptions of diagnostic assessment, reiterates the essence of diagnostic assessment in English language classrooms, explores teachers’ attitudes and utilization of diagnostic assessment techniques, and also investigates the factors influencing teachers’ knowledge of assessment practices. To achieve these objectives, an empirical study on English language teachers’ perceptions of diagnostic assessment, teachers’ attitudes and utilization of diagnostic assessment techniques and factors influencing teachers’ knowledge of assessment practices was conducted. The results show that the majority of English language teachers in the sample have inaccurate perceptions of the purpose of diagnostic assessment and also have negative attitudes to diagnostic assessment in classrooms. The results of the survey indicate that schooling, professional coursework and context are factors that influence ESL teachers’ classroom assessment practices.

scholarly journals Critical Thinking as Reflected in the Sudanese and Jordanian Secondary School Certificate English Language Examinations

2017 ◽  
Vol 10 (5) ◽  
pp. 37
Author(s):  
Khalid Sharif Mohammed Sharif ◽  
Ahmed Gumaa Siddiek
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Arab World ◽  
Language Teachers ◽  
Learning Performance ◽  
Listening Skills ◽  
Educational Objectives ◽  
Educational Environments ◽  
English Language Teachers ◽  
Assessment Strategies

This study emerges from the need of English Language Teachers in Sudan and Jordan to lay appropriate assessment strategies to meet the anticipated educational objectives among the learners of English. It is also hoped to improve language assessment in similar educational environments in the Arab world. We intended to find out the level of consistency between the educational objectives of the English language syllabus and the English language examinations in these two countries. These examinations are expected to have some beneficial washback on English pedagogy in general and on reading and writing skills in particular. These tests can be used as benchmark for the effectiveness of the teaching and the learning performance in the classroom. We found that most of the reading questions in EL examination focus on testing the low order of thinking such as knowledge and comprehension; which negatively affect the critical thinking abilities among these young learners. The study yielded many other findings but the most important is the negligence of testing speaking and listening skills which renders the standardized English language examinations in Sudan and Jordan to be incomprehensive, but on the other hand the study revealed that these examinations had some content validity.

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