scholarly journals EXPLORING READING SKILLS’ INSTRUCTION IN COMPULSORY ENGLISH COURSE – A CASE STUDY OF PUBLIC COLLEGE

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Tahira Musavi, Sajida Zaki, Mehwish Arif
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Teacher Educators ◽  
Classroom Practices ◽  
Language Teachers ◽  
Observation Data ◽  
Text Book ◽  
Public College ◽  
Depth Study

The present study explores the reading instruction at grade- XII at a public college in Karachi to capture the reading instruction practices in compulsory English course. Using case study method involving interviews with teachers followed by observations of their reading classes an in-depth study was planned that attempted to give a holistic picture of the reading instructional practices. The teachers’ classroom practices were also interpreted in the light of the analyzed curriculum and text book being followed. The findings indicate a missed opportunity since no meaningful outcomes can be envisaged as a result of the conventional, content based and examination oriented classroom pedagogy adopted by teachers in their reading classes. The interview and classroom observation data contradicted indicating the teachers’ claims differed drastically from their actual classroom practices. This study reconfirms earlier studies and suggests several policy and pedagogical implications for education department, college administrators, English language teachers and teacher educators.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

scholarly journals Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 375-381
Author(s):  
Dr. Liaqat Iqbal ◽  
Sahibzada Aurangzeb ◽  
Farooq Shah
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Classroom Practices ◽  
Language Teachers ◽  
Local Context ◽  
Dialogic Teaching ◽  
Social Entity ◽  
English Language Teachers ◽  
Negative Impacts ◽  
And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.

scholarly journals Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students

1970 ◽  
Vol 5 (1) ◽  
pp. 22-30
Author(s):  
DESMA YULISA
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teachers ◽  
School Students ◽  
Text Book ◽  
English Language Teachers ◽  
Listening Strategies ◽  
Learning To Listen ◽  
Senior High School Students

The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997) and modified by Ho (2006) (as cited Golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

Faith - Based Teacher Emotional Experiences: A Case Study of a Veteran English Lecturer in China

2018 ◽  
Vol 41 (4) ◽  
pp. 532-551 ◽  
Author(s):  
Xiaowei Ding ◽  
Peter I. De Costa
Keyword(s):  
Identity Development ◽  
English Language ◽  
Religious Faith ◽  
Language Teachers ◽  
Central Position ◽  
Emotional Experiences ◽  
Faith Based ◽  
Multiple Data ◽  
Second Language Pedagogy

Abstract The exploration of links between faith and second language pedagogy has been underexplored, and the emotional experiences of English language teachers of religious faith are even less studied in applied linguistics circles. This qualitative case study is an effort to address this gap in the research by investigating the faith-based emotional experiences of May, a veteran English lecturer practicing Buddhism in China, by drawing on multiple data sources that include interviews, classroom observations, WeChat conversations, student evaluations, and researcher journals. Our findings revealed that (1) May’s emotional experiences were strongly driven by and deeply derived from her Buddhist faith and other aspects of identity in the classroom; (2) her faith-based emotional experiences were dynamic and fluid; (3) her faith-based identity occupied a central position alongside her professional identities and had a transformative influence on both her emotional experiences and her identity development; and (4) the interactions among her emotional experiences, multiple identities, and pedagogical praxis were complex and reciprocal. The research implications, limitations and future directions are also discussed.

Supporting the development of primary in-service teacher educators

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 428-437
Author(s):  
Laura Grassick
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
State School ◽  
English Language Teachers ◽  
University Lecturers ◽  
School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

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