scholarly journals Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Merav Badash ◽  
Efrat Harel ◽  
Rivi Carmel ◽  
Tina Waldman
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Self Report ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Teaching Grammar

This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data.  Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

Review of Research on EFL Teachers’ Knowledge, Beliefs and Classroom Practices

2020 ◽  
Vol 17 (2) ◽  
pp. 51-65
Author(s):  
Elena Coyle
Keyword(s):  
Foreign Language ◽  
Classroom Practices ◽  
Environmental Support ◽  
Knowledge And Beliefs ◽  
Efl Teachers ◽  
English Speaking ◽  
Similarities And Differences ◽  
Native English Speaking ◽  
Native English Speaking Teachers

At the time of globalization, a need for teachers of English is growing. Teachers who teach English without environmental support are called teachers of English as a foreign language, or EFL teachers. EFL teachers are divided into native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). To gain a greater understanding of NESTs’ of EFL and NNESTs’ of EFL work, I reviewed research on the teachers’ knowledge and beliefs and classroom practices and compared and contrasted those. Such comparing and contrasting showed that there are both similarities and differences between the teachers’ knowledge and beliefs and classroom practices.

scholarly journals BEST PRACTICES ON ISLAMIC VALUES INTEGRATION AT MADRASAH ENGLISH CLASSES: TEACHERS’ PRACTICES IN CONTEXTUALIZING THE VALUES

2019 ◽  
Vol 6 (2) ◽  
pp. 269-283
Author(s):  
Galuh Nur Rohmah ◽  
Ulil Fitriyah ◽  
Lina Hanifiyah
Keyword(s):  
High School ◽  
Best Practices ◽  
Foreign Language ◽  
Junior High School ◽  
Qualitative Method ◽  
Classroom Observation ◽  
English As Foreign Language ◽  
English Classes ◽  
Efl Teachers ◽  
Islamic Values

The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

scholarly journals Students’ Motivation and Preferences toward Native and Non-native English Speaking Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Junior High ◽  
Influential Factor ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.

Investigating EFL Teachers’ Beliefs Concerning Teaching Grammar of “SUNRISE” Curriculum in Duhok High Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 253
Author(s):  
Abbas Z. Malla ◽  
Nawzar M. Haji
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
Foreign Language ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Teaching Grammar

This research studied English as Foreign Language (EFL) teachers’ beliefs towards grammar teaching of Sunrise curriculum in Duhok high schools. The study aimed to investigate teachers' beliefs about teaching grammar of Sunrise curriculum, identifying the practices that English teachers prefer to use in teaching grammar, and the difficulties that they face in grammar teaching classes. The participants were in-service EFL teachers of Duhok governorate high schools. Questionnaires and interview were the two instruments used for data collection. The results showed that high school EFL teachers in Duhok do indeed possess a set of excellent beliefs, but their practices are not compatible with their beliefs for various complicated reasons.

scholarly journals STUDENTS’ MOTIVATION AND PREFERENCES TOWARD NATIVE AND NON-NATIVE ENGLISH SPEAKING TEACHERS

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Junior High ◽  
Influential Factor ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

scholarly journals Promoting students' speaking spontaneity through games

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Diyah Rofa Abdulah
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Academic English ◽  
West Java ◽  
Descriptive Research ◽  
Research Findings ◽  
English Speaking

This paper reports on speaking spontaneity. Having ability to speak spontaneously is a plus point and measuring the success of students to get high grades in the schools. Unfortunately, not everyone can speak spontaneously. Promoting students’ speaking spontaneity through games in teaching academic English speaking to students who are learning english as a foreign language in a junior high school, West Java, Indonesia is very important. The objective of this research is to find out what games that teacher used to promote students’ speaking spontaneity and to know the students’ responses through the implemented games. This research was conducted qualitatively by employing the method of descriptive research. The study was conducted towards students in IX graders at a Junior High School of Tasikmalaya. The researcher collected the data by using observation and questionnaire. From the research findings, it can be concluded that the teacher used five games, such as Bingo Game, Stars Game, Dorr Game, Jumping Game, and Line Game to promote students’ speaking spontaneity and the students’ response towards the implemented game chose the Stars Game as the most interested game among the others because of the use of realia such as stars in learning process.

The Professional Identity of EFL Teachers: The Complexity of Nativeness

2020 ◽  
Vol 35 (2) ◽  
pp. 5-24
Author(s):  
Adina Mannes ◽  
Yaacov J Katz
Keyword(s):  
Professional Identity ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Teachers ◽  
Study Support ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Linguistic Backgrounds

The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers (“NESTs”) rate themselves higher than non-native English-speaking teachers. Still, fewer differences between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be advantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively.

scholarly journals Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan

2015 ◽  
Vol 4 (1) ◽  
pp. 82
Author(s):  
Muhammad Aprianto Budie Nugroho ◽  
Nining Mayda
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Motivational Strategies ◽  
Teaching English ◽  
English As Foreign Language ◽  
Students Attitudes

This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL

scholarly journals Native vs. non-native EFL teachers: Who are better?

2018 ◽  
Vol 5 (1) ◽  
pp. 137-147
Author(s):  
Kurniawati Kurniawati ◽  
Dini Rizki
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
First Language ◽  
Quality Teachers ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

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