scholarly journals High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

2021 ◽  
pp. 267-284
Author(s):  
Nguyen Thi Yen Phuong ◽  
Nguyen Huynh Trang
Keyword(s):  
High School ◽  
High Schools ◽  
Qualitative Methods ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Quantitative And Qualitative Methods

This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

scholarly journals EFL Teachers’ Evaluation and Adaptation of the Reading Lessons in the Piloted Tieng Anh 12

2021 ◽  
pp. 325-338
Author(s):  
Nguyen Thi My Nga ◽  
Do Minh Hung
Keyword(s):  
High Schools ◽  
Teaching Practices ◽  
Qualitative Data ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Efl Teachers

This descriptive study aims to investigate how EFL teachers evaluate reading lessons in the piloted Tieng Anh 12 and how they make adaptations in their teaching practices. The current study was conducted with the participation of 62 teachers in different high schools in the Mekong Delta, Vietnam. Quantitative and qualitative data were collected via questionnaire and semi-structured interviews. There are some main following findings. First, EFL teachers highly appreciated the reading lessons in the piloted Tieng Anh 12 in relation to goals, topics, authenticity, skills, tasks and vocabulary. Second, the participants revealed there were some weaknesses in reading lessons needed to be considered. Thirdly, EFL teachers shared their adaptations for weaknesses of the reading lessons by using some adaptation techniques such as deleting, modifying, replacing and simplifying.

scholarly journals EFL Teachers' Perceptions of the Significance of “Four Cs” and Their Suggestions to Enhance “Four Cs” for High School EFL Students in Vietnam

2021 ◽  
pp. 134-162
Author(s):  
Vuong Thi Huyen Tran
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Structured Interviews ◽  
School Students ◽  
Main Research ◽  
Teachers Perceptions ◽  
Future Success ◽  
Efl Teachers ◽  
Efl Students

The 21st century learning and innovation skills, known as “Four Cs” (4Cs) for a short term have long been highly appreciated for their incontrovertibly enormous benefits for the learners’ future success in the process of perceiving knowledge and the accumulation of these four important skills of the 21stcentury. There have been numerous studies about “four Cs” worldwide so far, but little research on this topic has been conducted in Vietnam. This research aims at investigating high school EFL teachers’ perceptions about the significance of “Four Cs” for high school students, exploring their proposals which aim at developing these four skills for high school students. The official participants in the study were 50 high school EFL teachers teaching English from various high schools in An Giang Province. Among those participants, 9 EFL high school teachers took part in semi-structured interviews related to the theme. With a descriptive approach and a method of qualitative research, structured questionnaire and semi-structured interviews which were employed were regarded as two main research instruments. In general, the findings of this study revealed that EFL teachers in high schools in An Giang Province had been highly aware of the important role of “Four Cs” for high school students, and the findings also explored their recommendations to enhance “Four Cs” for high school students in An Giang Province in Vietnam. From the findings, the study suggested some implications to boost “Four Cs” for EFL students. Finally, the limitations and the suggestions for further research were also discussed.

scholarly journals EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

2020 ◽  
Vol 4 (2) ◽  
pp. 363
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Mutiara Tria ◽  
Titin Arifa Maulida
Keyword(s):  
High School ◽  
High Schools ◽  
Coping Strategies ◽  
School Environment ◽  
Language Skills ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grouping Students ◽  
And Coping ◽  
Banda Aceh

Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers’ perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High School in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher’s face constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students’ lack of vocabulary, school environment and facilities, and teachers’ difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.

scholarly journals TEACHERS’ PERCEPTIONS OF SCAFFOLDING EFL STUDENTS’ READING COMPREHENSION AT HIGH SCHOOLS IN THE MEKONG DELTA, VIETNAM

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Chau Ngoc Tran ◽  
Huan Buu Nguyen
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Academic Success ◽  
Language Learning ◽  
Reading Instruction ◽  
Mekong Delta ◽  
Learning Context ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Students

Scaffolding has held great appeal for teachers of English as a foreign language (EFL) and scholars in helping students take greater responsibility or ownership in their language learning and reach academic success. However, little is known about how teachers perceived this type of support as improving students’ reading comprehension in English within the teaching and learning context in Vietnam high schools. This paper therefore reports a descriptive study that explored teachers’ perceptions of scaffolding EFL students’ reading comprehension at high schools in the Mekong Delta, Vietnam. Questionnaires and semi-structured interviews were employed to collect data from seventy-nine high school teachers. The findings provide insightful views into teachers’ perceptions about scaffolding students’ reading comprehension. The findings also reveal how teachers experienced varying degrees of their perceptions of scaffolding and challenges while delivering their scaffolding practices in reading instruction. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0890/a.php" alt="Hit counter" /></p>

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

scholarly journals Violence against adolescents: an analysis based on the categories gender and generation

2014 ◽  
Vol 48 (spe) ◽  
pp. 102-108 ◽  
Author(s):  
Rafaela Gessner ◽  
Rosa Maria Godoy Serpa da Fonseca ◽  
Rebeca Nunes Guedes de Oliveira
Keyword(s):  
Family Environment ◽  
Qualitative Data ◽  
Descriptive Study ◽  
Gender Violence ◽  
Structured Interviews ◽  
The Family ◽  
Data Source ◽  
Spss Software ◽  
Victims Of Violence ◽  
Quantitative And Qualitative Methods

Exploratory and descriptive study based on quantitative and qualitative methods that analyze the phenomenon of violence against adolescents based on gender and generational categories. The data source was reports of violence from the Curitiba Protection Network from 2010 to 2012 and semi-structured interviews with 16 sheltered adolescents. Quantitative data were analyzed using SPSS software version 20.0 and the qualitative data were subjected to content analysis. The adolescents were victims of violence in the household and outside of the family environment, as victims or viewers of violence. The violence was experienced at home, mostly toward girls, with marked overtones of gender violence. More than indicating the magnitude of the issue, this study can give information to help qualify the assistance given to victimized people and address how to face this issue.

scholarly journals The Role of High School in Managing Conflicts that Generate Violence between Albanian Teenagers in Rural Areas

2017 ◽  
Vol 6 (2) ◽  
pp. 86
Author(s):  
Eljana Brahja
Keyword(s):  
High School ◽  
High Schools ◽  
Conflict Management ◽  
Social Services ◽  
Rural Areas ◽  
Violent Behavior ◽  
The Social ◽  
Victims Of Violence ◽  
Shed Light

The purpose of this study is to determine the role of high school in managing conflicts between teenagers in the rural areas between Tirana and Elbasan. Conflicts among teenagers are always present. They can happen in families, at school, and in the community, but our focus will be the conflicts generated in school premises. It is concerning that teenagers are seeing school as a battlefield where they can fight away from their parents' eyes. The research will shed light on how the aid offered by the high school social services, impact teenagers’ conflict management. This study uses Psychoanalytic, Humanist and Behavioral Directions to explain the source of violent behavior among students in schools located in rural areas. The study is based on the Positive Paradigm. The research method used for collecting data is the quantitative one. The population of this study is the teenagers of high schools located in rural areas between Tirana and Elbasan. The sample of the study is the students of "Krrabë" and "Ibrahim Hasmema" high schools and the instrument used is the sociological questionnaire. Data analysis will show whether teenage conflicts exist and how schools located in rural area manage these conflict cases. The document argues that conflicts between teenagers are present at school premises and the latest rarely use the social services provided at their school. The teachers' staff should be trained on identifying young people who tend to conflict and to have violent behavior. Teachers should be also trained on the ways to treat those teenagers who are victims of violence.

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 Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

2021 ◽  
Vol 6 ◽  
pp. 18-35
Author(s):  
Eugenie Mainake ◽  
Shannon M McCrocklin
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Technology Use ◽  
School Facilities ◽  
Technology Literacy ◽  
Teacher Preparedness ◽  
Public High Schools ◽  
Structured Interviews ◽  
Ongoing Training ◽  
Efl Teachers

Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.

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