scholarly journals Exploring EFL Instructors’ Perceptions of the Effectiveness of Reflective Practices on their Professional Development in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Danyah Fahad Alsayeud ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Qualitative Data ◽  
Reflective Practices ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Efl Context ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Males And Females

This study explores the perceptions of EFL instructors about their reflective practice and its effect on their professional development in a Saudi Arabian university. This study adopts an explanatory sequential mixed-methods approach to collect quantitative and qualitative data. Two study instruments were used; a survey questionnaire with a study sample of 100 male and female participants and semi-structured interviews with a study sample of seven female instructors. The findings show that some instructors in general have a positive perception of reflective practices and they utilize a diversity of reflective tools. Female instructors show a greater degree of involvement in a reflective practice than male instructors in three of the four examined dimensions (cognitive and meta-cognitive, moral and learner and reflective teaching in general). However, no significant difference is reported between males’ and females’ perceptions in terms of the fourth dimension (practical). Based on the findings, recommendations have been made to encourage reflective practices in the Saudi EFL context.

scholarly journals A case study examining the mediating impact of Coach Educators delivering a professional development programme.

2019 ◽  
Author(s):  
Alexander Sobolewski
Keyword(s):  
Professional Development ◽  
Qualitative Data ◽  
Research Strategy ◽  
Development Programme ◽  
Personal Agency ◽  
Structured Interviews ◽  
Coach Development ◽  
Professional Development Programme ◽  
High Degree

The important mediating influence of Coach Educators (CEs) delivering a programme of learning has been largely ignored in research seeking to find the key to effective CPD. This paper aims to bring CEs to the fore by reporting the experiences of 7 CEs and 2 Programme Managers delivering a sport National Governing Body coach development programme. Qualitative data were collected via semi-structured interviews and interpreted through the theoretical lens of relational interdependence (Billett, 2008) using a retroductive research strategy. The findings identified the subjective and idiosyncratic processes through which CEs developed their understanding of the programme resulting in individual differences in construal. The high degree of workplace affordance gave CEs autonomy to deploy their personal agency and intentionality to shape practice leading to wide variations in CPD delivery. The results suggest the subjectivity of CEs can have a potentially significant impact on the fidelity of the programme being delivered.

scholarly journals Science Teachers’ Reflective Practices: Perspectives and Attitudes

2020 ◽  
Vol 31 (1-3) ◽  
Author(s):  
Abdulwali H. Aldahmash
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Science Teachers ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Reflective Practices ◽  
Positive Attitudes ◽  
Effective Use ◽  
The Relationship ◽  
Educational Careers

ABSTRACT Studies investigating reflective practices among teachers have focused on reflective practice use in teaching and teacher’s professional development. The attitudes of teachers toward reflective practices have been neglected, but the attitudes of science teachers toward reflective practices are key to their effective use in classroom settings. This study aimed to understand the attitude of science teachers toward these practices and how they implement professional reflective practices as well as any relationship between reflective practices and attitudes. A sample of 650 science teachers, 321 males and 329 females completed the questionnaire. Results revealed that science teachers practiced all reflective activities at high levels. Additionally, their attitudes toward reflective practices were moderately positive. Pearson correlation coefficients for the relationship between the reflective practices and attitudes of science teachers were statistically significant at p d” 0.01. Hence, science teachers who had positive attitudes toward reflective practices were likely to demonstrate more reflective teaching in their educational careers.

scholarly journals Effects of Redesigned Model Eliciting Activities on Seventh Grade Students’ Mathematics Success and Students’ Views about These Activities

2020 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Mehmet Akif Karabörk ◽  
Soner Durmus
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Attitudes And Beliefs ◽  
Structured Interviews ◽  
Significant Difference ◽  
Mixed Method Design ◽  
Students Attitudes ◽  
Qualitative Part

In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student’s view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established according to semi-experimental study with pre-posttest, and qualitative part of this study execute with the case study. Quantitative data were collected with multiple choice academic achievement tests, and qualitative data were collected with study papers, observation forms, forms of student’s view, and semi-structured interviews at the end of all activities. The quantitative data were analyzed with covariance analysis. Qualitative data were analyzed with content analysis. As a result, a statistically significant difference was found in favor of the experimental group on the academic achievement which influenced by modeling activities. This difference has been influenced by the presentation of the learning environment in which the students' attitudes and beliefs towards themselves and the lessons will be positively affected, and mathematical skills will be supported to increase success.

scholarly journals Teachers’ Perceptions of the Communicative Language Approach at a Saudi University

2018 ◽  
Vol 6 (1) ◽  
pp. 45
Author(s):  
Ozma Siddiqui ◽  
Fariha Asif
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Statistical Data ◽  
Communicative Language Teaching ◽  
Statistical Information ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Teachers Perceptions ◽  
Language Classrooms ◽  
Arabic Speaking

The Communicative Language Teaching (CLT) approach has been widely popular in foreign language classrooms for a number of decades, but in recent years some practitioners have begun questioning the technique which prioritizes fluency over accuracy. This paper aims to record the perceptions of teachers using CLT to teach English as a foreign language at a Saudi university. It will also take into consideration some of the pitfalls and make some recommendations. A total of 35 participants, all members of faculty took part in the study. A mixed methods approach was used to collect the data. A questionnaire provided the statistical data for the study and semi-structured interviews were used to gather qualitative data. The statistical information was run through the SPSS. The findings indicate that while a substantial number of teachers at this university find the CLT approach a useful way to teach English to homogenous groups of Arabic speaking students, there is a need to be eclectic and incorporate other approaches for effective teaching.

scholarly journals Contextualization of Theory and Practices of Teachers’ Effective Professional Development Features in Primary Schools of Oromia Regional State, Ethiopia

2021 ◽  
pp. 121-132
Author(s):  
Girma Moti Geletu ◽  
Dawit Mekonnen ◽  
Geberew Tulu Mekonnen
Keyword(s):  
Professional Development ◽  
Multiple Regression ◽  
Primary Schools ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Group Discussion ◽  
Specific Class ◽  
Learning Potential ◽  
Effective Professional Development ◽  
Significant Difference

Aims: The main purpose of the study was to evaluate contextualization of theory and practices of teachers’ effective professional development features in primary schools in Ethiopia. Methodolody: Concurrent triangulation mixed method design was employed in the study. Questionnaires, interviews, focus group discussion, observation, and document examination were used to collect the data. A total of 615 participants took part in the study. The quantitative data were analyzed by using means, standard deviation, Pearson correlation, one-way-ANOVA, and multiple regression. The textual and contextual qualitative data were analyzed using thematic analysis. Both quantitative and qualitative data were interpreted and concurrently triangulated. Results: Teachers did not incorporate and implement professional development critical features in continuous professional development (CPD) plans and activities. The prevailed effects from these professional development features were [content-focus, R2 =.105, active learning, R2 = .072, coherence (R2=.043, collective participation, R2=.037, and sustained duration, R2=.014]. The cumulative outcomes of effectiveness of CPD practices added to multiple regression (R2=.271) accounted for 27.1% to cause teachers’ improve classroom instruction though professional dynamics predict that professional development practice is effective when it causes teachers improve professional practices. Teachers’ participation in CPD activities, learning potential from CPD and application of new knowledge and pedagogical skills in the classroom were rated (M1=17.82, M2 = 15.74 & M3 = 14.79) by teachers and mentors and principals respectively. There was no statistically significant difference at p >.05 level in mean scores [F (2, 535) = 2.052, p = .135]. Conclusion: The findings of the study have implications for teachers in terms of planning and implementing specific class content and reflection activities in order to gain appropriate professional competences. Teachers need to upgrade their skills as they were not performing well in the classroom.

Expectations vs. experience

Interpreting ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 270-304 ◽  
Author(s):  
Kilian G. Seeber ◽  
Laura Keller ◽  
Rhona Amos ◽  
Sophie Hengl
Keyword(s):  
Work Environment ◽  
Qualitative Data ◽  
Structured Interviews ◽  
World Cup ◽  
Technical Feasibility ◽  
Fifa World Cup ◽  
Mixed Methods Approach ◽  
Conference Room ◽  
Before And After

Abstract The attitudes of interpreters providing video remote conference interpreting during the 2014 FIFA World Cup™ was analyzed using a mixed-methods approach. Quantitative and qualitative data pertaining to six deductive categories (general and specific attitudes towards remote interpreting, attitudes towards the work environment and the workspace, psychological and physiological wellbeing) were collected. Online questionnaires were completed both before and after the event and structured interviews were conducted on site during the event. Triangulation of results corroborates the technical feasibility of video remote interpreting, whilst highlighting aspects with a high potential to shape interpreters’ attitudes towards it. The quality of the technical team on site along with the availability of visual input in the entire conference room (including all speakers taking the floor) is key to offsetting the feeling of alienation or lack of immersion experienced by interpreters working with this technical setup. Suggestions for the improvement of key parameters are provided.

Using inquiry to promote democratic citizenship among young adolescents during summer civics camps

2020 ◽  
Vol 15 (3) ◽  
pp. 271-295 ◽  
Author(s):  
Brooke Blevins ◽  
Michelle Bauml ◽  
Nate Scholten ◽  
Victoria Davis Smith ◽  
Karon N. LeCompte ◽  
...  
Keyword(s):  
Qualitative Data ◽  
The United States ◽  
Democratic Citizenship ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Civic Knowledge ◽  
Democratic Citizenship Education ◽  
Middle Schoolers ◽  
Research Questions ◽  
Global World

The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and semi-structured interviews) to investigate the research questions. Participants for this study included 108 middle schoolers (entering fifth to ninth grade) who attended a free, week-long summer civics camp hosted at two private universities in the United States. Utilizing Westheimer and Kahne’s citizenship typology to analyze the data, three primary findings emerged. Firstly, some students’ conceptions of citizenship did shift slightly towards more participatory and justice-oriented notions of citizenship, although their predominant orientations towards democratic citizenship remain personally responsible. Secondly, students began to appropriate the citizenship frameworks used during the camp to nuance and expand their understandings citizenship and advocacy. Finally, students began to see ways they could use their voice to advocate for change in their communities. This research showcases how inquiry might enhance democratic citizenship education in a global world through interaction with others, responding to one’s community, developing civic knowledge, critically investigating issues and allowing for multiple solutions.

scholarly journals Exploring EFL Teachers’ Perceptions of CLIL and Its Implementation in the Saudi EFL Context

2019 ◽  
Vol 12 (10) ◽  
pp. 114
Author(s):  
Uzma Manzur Hashmi
Keyword(s):  
Qualitative Data ◽  
Structured Interviews ◽  
English As Foreign Language ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Vision 2030 ◽  
Pros And Cons ◽  
Data Collection Technique ◽  
Practical Constraints

This study aims to explore the perceptions of English as Foreign Language (EFL) teachers about the notion of Content and Language Integrated Learning (CLIL) in the Saudi EFL contexts. The veteran EFL teachers share their views regarding the application and implementation of CLIL approach. This study has looked into this issue from an interpretivist lens employing qualitative data collection technique, i. e. semi-structured interviews. The data were collected from 10 EFL teachers. The qualitative data were thematically analyzed that led to four major themes. The key findings reveal that CLIL is not a frequently used concept in this part of the world; however, its usefulness and effectiveness are recognized by the participants who also express their views about the pros and cons and other practical constraints that might affect the implementation of CLIL programs in the Saudi EFL context. One of the major issues that teachers have highlighted is the training programs that should encompass the idea of CLIL and train EFL teachers on the latest teaching skills to upgrade their pedagogical repertoire. Based on the findings, the study has suggested directions for the future researchers to fill the gap in the existing literature and investigate the phenomenon of CLIL in more depth in order to acknowledge its significance in the light of the Vision 2030.

scholarly journals A Comparison Between Iranian L3 French and German Learners’ Perception of Factors Influencing Willingness to Speak English in Language Classrooms: A Mixed Methods Study

2020 ◽  
pp. 41-61
Author(s):  
Mohammad Bavali ◽  
Asma Siyahi
Keyword(s):  
Second Language ◽  
Mixed Methods ◽  
Qualitative Data ◽  
Population Based ◽  
Willingness To Communicate ◽  
Survey Method ◽  
Sample Population ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Significant Difference

Abstract The present study sought to investigate the effect of learning a third language on learners' willingness to communicate in their second language. The main purpose of the study, however, was to consider the difference between Iranian English/French learners and Iranian English/German learners in their willingness to communicate (WTC) in the second language and to examine the factors influencing their willingness to speak in English. The study benefited from a mixed methodology design comprising both quantitative and qualitative data collection and analysis. The participants of the study were 20 bilingual learners and 40 trilingual learners, including 20 German learners and 20 French learners. They were selected as the sample population based on their performance on the standard test of OPT (Oxford Placement Test). It was an applied research in which a descriptive survey method had been adopted. A (WTC) questionnaire was used for collecting data. The results indicated a significant difference between bilingual and trilingual learners in their willingness to communicate in English. However, no significant difference was detected between trilingual learners. To verify the quantitative findings and to assess the accuracy of their results, interviews were used. Accordingly, a group of German and French learners was invited for interviews. Semi-structured interviews were conducted with twelve L3 learners to examine the factors influencing willingness to communicate in both groups. The qualitative data derived from interviews were analyzed using NVivo software. No significant difference in the factors affecting willingness to communicate was seen between trilingual groups, which was confirmed by the findings of both quantitative and qualitative methods. Keywords: mixed methods, willingness to communicate, bilingualism, trilingualism

scholarly journals Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’ Perceptions

2021 ◽  
Vol 12 (3) ◽  
pp. 127
Author(s):  
Najla Fki
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Qualitative Data ◽  
The Other ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
English Classes ◽  
Starting Point ◽  
English Major ◽  
The One

This study examines lecturers’ and learners’ perceptions on humor use in Tunisian tertiary classrooms, focusing specifically on the English major. The ultimate aim is to explore the types and frequency of humor use on the one hand and whether teachers regard humor in the same light as their students on the other. To this purpose, a mixed-methods approach consisting of questionnaires and semi-structured interviews is adopted to collect quantitative and qualitative data for analysis. The findings revealed that, in terms of frequency, humor is used by all interviewed teachers irrespective of their gender. Yet, the general percentage of humor use remains moderate and limited to specific oral subjects as confirmed by the students. The results also indicated the participants’ agreement on the efficiency and preference of verbal, spontaneous and relevant humor types. However, it has been shown that the lecturers use a very limited repertoire of humor forms, neglecting jokes which are more appreciated by their students. Inconsistencies between the participants’ responses are further traced at the level of their attitude towards humor use in class. While most of the teachers believe that the merits of humor are undeniable, they expressed skepticism and discomfort in dealing with this tool in class. To overcome these lacunas, this study builds on the students’ recommendations to improve their teachers’ practices and can therefore be a starting point for EFL curriculum designers in Tunisia to revise current materials for a better humor integration in higher education.

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