An Analysis on EFL Teacher Professional Competences Required for Test Construction: based on the Activity of a Collaborative Test Construction in China

2020 ◽  
Vol 12 (05-SPECIAL ISSUE) ◽  
pp. 617-630
Author(s):  
Qihua Sun ◽  
Ahmad Johari Bin Sihes
Keyword(s):  
Test Construction ◽  
Collaborative Test ◽  
Efl Teacher ◽  
Teacher Professional

scholarly journals Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

2018 ◽  
Vol 10 (1) ◽  
pp. 956-965
Author(s):  
Raga Driyan Pratama ◽  
Lies Amin Lestari ◽  
Syafi’ul Anam
Keyword(s):  
Self Efficacy ◽  
Teacher Absenteeism ◽  
Theoretical Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
To Come ◽  
Teaching Responsibilities

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.

scholarly journals “INSPIRATION AND SUCCESS FOR ALL LEARNERS”: HOW DO VIETNAMESE EFL SCHOOL TEACHERS PERCEIVE THEIR ROLES AND WHAT STYLE OF TEACHER ARE THEY IN THE ERA OF INDUSTRY 4.0?

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Industry 4.0 ◽  
Communicative Language Teaching ◽  
Success For All ◽  
School Teachers ◽  
Esl Education ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Esl Pedagogy ◽  
Very High

This research is an attempt to highlight how Vietnamese EFL school teachers perceive theirroles and what style of teacher they are in this current changing world – the world of Industry 4.0. Thestudy involved a sample of 300 Vietnamese EFL school teachers throughout Vietnam. The instrumentsemployed for the research were three questionnaires intended to explore different aspects of EFL teachers’ perception of their roles. The data collected were analyzed quantitatively and were discussed in some detail. The research brought to light a number of significant findings of which five are prominent: (i) Vietnamese EFL school teachers displayed a relatively good understanding in identifying what roles are of traditional teacher style (TTS) and what roles are of modern teacher style (MTS); (ii) they rated as high and medium most of the roles of the TTS and reported having performed most of them; (iii) they rated as low some of the roles of the TTS but still kept on performing them; (iv) they rated as very high, high and medium most of the roles of the MTS, but only 2/3 of them were reported having been performed; and (v) they rated as medium many of the remaining roles of the MTS which belong to what has commonly been referred to in modern EFL/ESL pedagogy as the learner-centred approach in communicative language teaching (CLT), but the number of these roles reported having been performed were very modest. Based on the interwoven information obtained from the three questionnaires, it was suggested that although the era of Industry 4.0 is a reality, many of the Vietnamese EFL school teachers seem to be on the traditional side of the traditional ↔ modern teacher style scale. It is recommended that teacher role should be a legitimate component in all EFL teacher training and teacher professional development (PD) programmes in English teacher education departments/faculties in Vietnam to help EFL teachers be better familiarized with their roles, particularly those required in modern EFL/ESL education, so that they can perform their roles more effectively and more appropriately in their teaching for the success of their students as they move along their “journey of learning” (Pullias & Young, 1968: 32) a new means of communication.

scholarly journals Educational Technology and Teacher-Student Technology Competency: a Pathway to Teaching English with Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 181
Author(s):  
Ismail Anas
Keyword(s):  
Teacher Educator ◽  
Teaching English ◽  
Technology Competency ◽  
Teacher Student ◽  
Technology Tools ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Technology In Instruction ◽  
Wide Access

<p><em>This article presents a pathway to teaching English with technology which focuses on the elaboration of three essential approaches; they are 1) the technology tools (TT), 2) the teacher technology competency (TTC), and 3) the student technology competency (STC). Although EFL teachers have wide access to the high-end technology tools, however, their application in instruction will not be successful without being supported by the teacher professional use and student acceptance of the technology. Preparing the EFL teachers for teaching English with technology requires a continuing evaluation regarding the readiness of the technology tools, TTC, and STC. These three approaches should be taken into account seriously to transform TEFL into technology in instruction. The implications for research, teachers, students, practice, curriculum developers, and EFL teacher educator will also be discussed. </em></p><p><em><br /></em></p>

scholarly journals Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective

2020 ◽  
Author(s):  
Mohammed S. AlHarbi ◽  
Hussain Ahmad
Keyword(s):  
Emotion Regulation ◽  
Professional Identity ◽  
Research Question ◽  
Cognitive Strategies ◽  
Teaching Philosophies ◽  
Teacher Emotions ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional

Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers’ beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream. The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions? Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers’ emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.

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