scholarly journals How much and what kind of vocabulary do marine engineers need for adequate comprehension of ship instruction books and manuals?

2021 ◽  
Vol 88 ◽  
pp. 123-134
Author(s):  
Zorica Đurović ◽  
Milica Vuković-Stamatović ◽  
Miroslav Vukičević
Keyword(s):  
English Language ◽  
Word List ◽  
Language Teachers ◽  
Important Research ◽  
Adequate Understanding ◽  
Research Findings ◽  
English Language Teachers ◽  
Research Questions ◽  
Marine Engineering ◽  
Marine Engineers

Considering the importance of adequate understanding of instruction books and manuals on board vessels all over the world, as well as the challenges it imposes to the English language teachers and course designers, this paper aims to answer important research questions in relation to the quantity and type of vocabulary required for their adequate reading comprehension. In this study we use the method of Lexical Frequency Profiling and the software developed by Anthony Laurence – AntWordProfiler 1.4.0w. The corpus is comprised of 1,769,821 running words obtained from instruction books and manuals of various ship and machinery types. The results of this study point to the high technicality and lexical demand of the corpus, which calls for a highly technical English courses’ design and further research in marine engineering (English) vocabulary. Additionally, the research findings point to the need of creating a marine engineering-specific word list.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

2019 ◽  
Author(s):  
Meriem Baghoussi ◽  
Ilhem Zoubida El Ouchdi
Keyword(s):  
Professional Training ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
The Third ◽  
English Classes ◽  
Research Findings ◽  
Competency Based ◽  
English Language Teachers ◽  
Based Instruction

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL

scholarly journals Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English

2020 ◽  
Vol 11 (4) ◽  
pp. 110-127
Author(s):  
Houichi Asma ◽  
Sarnou Dallel
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
English Language ◽  
Language Teachers ◽  
University Teachers ◽  
Load Theory ◽  
Research Findings ◽  
English Language Teachers

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

scholarly journals Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University

2019 ◽  
Vol 45 (12) ◽  
pp. 73-90
Author(s):  
Veronico N. Tarrayo ◽  
◽  
Philippe Jose S. Hernandez ◽  
Judith Ma. Angelica S. Claustro ◽  
◽  
...  
Keyword(s):  
English Language ◽  
The Philippines ◽  
Language Teachers ◽  
English Language Teaching ◽  
Research Practices ◽  
Research Engagement ◽  
Research Findings ◽  
English Language Teachers ◽  
Interest In Research ◽  
The University

Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.

scholarly journals Barriers Affecting Successful Integration of ICT in Moroccan Universities

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Youssouf Laabidi ◽  
Hicham Laabidi
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Primary Objective ◽  
Language Teachers ◽  
Large Classes ◽  
Arts And Humanities ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Research Findings ◽  
English Language Teachers

The implementation of technology in classrooms affords educators more opportunities to work better in their lessons. However, there are numerous distinctive barriers that might prevent teachers from making use of Information and Communication Technology (ICT) in their teaching practices. Admittedly, studying the obstacles to the integration of technology in schools would be an important step in developing the quality of teaching. The primary objective of this study is to discover the barriers that stop university language teachers from using ICT in teaching. In this study the questionnaire is employed as data collection instrument. The questionnaire addresses only university English language teachers. Forty-six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers face multiple barriers such as large classes, lack of computers, lack of Internet and insufficient technical support that prevent them from using ICT in their teaching practices.

Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context

2021 ◽  
Vol 22 (1) ◽  
pp. 423-456
Author(s):  
Leyla Yılmaz Fındık ◽  
İlknur Bayram ◽  
Özlem Canaran
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
English Language ◽  
Language Teachers ◽  
Local Context ◽  
Content Type ◽  
Turkish Higher Education ◽  
Research Findings ◽  
English Language Teachers ◽  
Course Syllabus

Purpose The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings. Design/methodology/approach The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers. Findings The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice. Research limitations/implications This research is based on the experience of one Turkish university with limited quantitative and qualitative data. Practical implications Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT. Originality/value To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.

scholarly journals The New Innovative Technologies and EFL Classes

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Youssouf Laabidi ◽  
Hicham Laabidi
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teachers ◽  
Arts And Humanities ◽  
Technology In Teaching ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Research Findings ◽  
English Language Teachers

Information and communication technology can be considered as a powerful tool which provides us with new views on education. Being aware of the benefits of technology in teaching will surly assist teachers, administers and parents cultivate a positive attitude toward ICT.In this research the questionnaire is used as data collection instrument. The questionnaire addresses only university English language teachers. Forty six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers regard Information and Communication Technology as very essential in their teaching

scholarly journals English language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State Secondary Schools

2018 ◽  
Vol 7 (3) ◽  
pp. 86-91
Author(s):  
Rose Nwakaego Umezinwa ◽  
Christiana Obiageri Udogu
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teachers ◽  
Test Statistic ◽  
Teaching Materials ◽  
Male And Female ◽  
Anambra State ◽  
Significant Difference ◽  
English Language Teachers ◽  
Research Questions

The study investigated English Language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State secondary schools. The area of study was Anambra State. The study was guided by two research questions and two research hypotheses. The design of the study was descriptive survey. A sample of one hundred and twenty-six (126) teachers were drawn from the six education zones in the state comprising of seventy-nine (79) female and forty-seven (47) male. To select this number of teachers, the researcher adopted simple random sampling technique using hat and draw method. A structured questionnaire with four-point scale was used as the instrument for data collection. The validation of the instrument was carried out by three experts – two experts in measurement and evaluation and one expert in English Language. The reliability of the instrument was 0.76 using Pearson Product Moment Correlation. Data analysis was done using mean and standard deviation for the research questions and the t-test statistic for the hypotheses. Results of the analysis indicated that there is no significant difference in the attitude of male and female English language teachers towards utilization of improvised teaching materials in secondary schools in Anambra State. There is significant difference in the challenges to utilization of improvised teaching materials by male and female English  language teachers in Anambra State Secondary schools. Based on the findings of the study, recommendations were made. Prominent among them is that Federal and State Government should arrange training and workshops for English language teachers on improvisation and utilization of improvised teaching materials.Keywords: Attitude, Challenges, Improvisation and Utilization

Instagram as a Tool for Professional Learning

2021 ◽  
pp. 82-99
Author(s):  
Amir Allan Aghayi ◽  
MaryAnn Christison
Keyword(s):  
Professional Learning ◽  
English Language ◽  
Language Teachers ◽  
Multimodal Texts ◽  
Teachers Perceptions ◽  
Teacher Professional ◽  
English Language Teachers ◽  
Research Questions ◽  
Axial Coding ◽  
Reflective Skills

The purpose of the current research is to investigate the potential of a social media tool, known as Instagram, for teacher professional learning. The chapter describes a three-year research project, which used Instagram, to investigate the perceptions and beliefs of 1,500 practicing English language teachers relative to their professional development experiences on Instagram. Six research questions (RQs) framed the study and determined how we viewed and analyzed the data. Qualitative data from six types of activity feeds were analyzed through the processes of open and axial coding. The results indicated that teachers' perceptions and beliefs about Instagram as a tool for professional learning were positive. The professional learning provided teachers with extensive opportunities to work with multimodal texts, create networks and connections with other teachers, and develop their reflective skills.

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