scholarly journals Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers

2018 ◽  
Vol 11 (4) ◽  
pp. 117 ◽  
Author(s):  
Pinar Sali ◽  
Ilknur Kecik
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Novice Teachers ◽  
Data Sources ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Stimulated Recall ◽  
Efl Teachers ◽  
Stimulated Recall Interviews

The present study aims to describe the challenges as perceived by novice teachers of English as a foreign language (EFL). The participants of the study were seven (7) novice EFL teachers in public primary and secondary schools in Turkey. The data sources include semi-structured interviews, diary entries, video-recorded classroom observations and stimulated recall interviews. The results, discussed in relation to pre-service and in-service teacher education, suggested that the novice EFL teachers started out their pedagogical journey amid competing and interacting challenges.

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

scholarly journals A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction

2021 ◽  
Vol 12 ◽  
Author(s):  
Qiang Sun ◽  
Lawrence Jun Zhang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Research Output ◽  
Language Teachers ◽  
Sociocultural Factors ◽  
Structured Interviews ◽  
Focus On Form ◽  
Efl Teachers ◽  
Beliefs About Teaching

There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language (EFL) teachers in China. Drawing on Vygotsky’s Sociocultural Theory, this qualitative research focused on EFL teachers’ cognitions about form-focused instruction in Chinese university settings. It intended to discover how teachers’ cognitions changed when they were expected to teach in actual classrooms and what factors contributed to these changes. Data collected from four teacher-participants through semi-structured interviews, classroom observations and follow-up stimulated recall interviews showed participants’ support for focus-on-form instruction, which means they not only paid attention to the grammatical form of the language but also to the meaning it is intended to convey. However, data also showed that the teacher-participants shifted from focus-on-form to focus-on-formS instruction in actual teaching, which suggests that they might have realized the challenges of carrying out teaching activities surrounding focus-on-form and would like to take an easier approach by only teaching the grammar of the language by focusing on formS. Such incongruences are interpreted with reference to a plethora of sociocultural factors including traditional Chinese thinking and institutional expectations. The implications of the findings for stakeholders in universities, including faculty members, students, and curriculum developers in similar contexts, are also discussed.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

scholarly journals “The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

2019 ◽  
Vol 38 (4) ◽  
pp. 377-387 ◽  
Author(s):  
Shrehan Lynch ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Thematic Analysis ◽  
Teacher Educator ◽  
Data Sources ◽  
Problem Posing ◽  
Critical Awareness ◽  
Stimulated Recall ◽  
Inquiry Approach ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals The Effect of Critical Pedagogy-Based Instruction on Altering EFL Teachers’ Viewpoints Regarding Teaching-Learning Practices and Localizing Cultural Notes

2018 ◽  
Vol 7 (5) ◽  
pp. 212
Author(s):  
Abdolmajid Goljani Amirkhiz ◽  
Ahmad Moinzadeh ◽  
Abbas Eslami-Rasekh
Keyword(s):  
Critical Pedagogy ◽  
Active Role ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Stimulated Recall ◽  
Raising Awareness ◽  
Efl Teachers ◽  
Before And After ◽  
Based Instruction ◽  
Teaching Learning

This study aimed at inspiring EFL teachers to take a new attitude towards using teaching techniques as well as instructing cultural notes making them aware of the principles of critical pedagogy (CP) through instruction. In the same line, it tried to find out different techniques applied by teachers before and after the instruction. On the account of the dichotomy by which IRF (initiation, response and feedback) architecture is in contrast with the tenets of critical pedagogy encouraging multivocality of a classroom discourse, the teaching steps which can distinct these two architectures are still underexplored. To cover the purposes of the research, 20 EFL teachers teaching at institutes and universities were purposefully sampled to be interviewed and trained. Four sessions before and four sessions after instruction were video-recorded and taking benefit of conversation analysis methods, they were transcribed and the visible changes were dialogically discussed with the teachers using semi-structured interviews and stimulated recall sessions to find out the rationale. Adopting new techniques regarding both cultural notes and teaching techniques after instruction such as strategies in “turn taking”, “latched turns”, “more chances to create dialogue”, “fewer teacher echo and interruption”, “using L1”, “educational feedback”, applying referential questions”, promoting self-initiation”, “glocalizing cultural notes” and “less dependability on the coursebook” indicated that raising awareness among teachers considering the principles of CP, they can change both their attitudes and abilities from transmission-based pedagogy to place-based responsive pedagogy in which learners as a whole play an active role.

scholarly journals REWARDS AND PUNISHMENTS GIVEN BY THE TEACHER IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIAN CONTEXT

2020 ◽  
Vol 9 (1) ◽  
pp. 75
Author(s):  
Nurvauzati Putri ◽  
Refnaldi Refnaldi
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Junior High School ◽  
Learning Experience ◽  
Nonverbal Cues ◽  
English As Foreign Language ◽  
Effective Learning ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
Learning English

Classroom management is certainly concerned with behavior to create and maintain an effective learning experience. The effective classroom management includes the give of rewards and punishments. Therefore, giving rewards and punishments is important in order to increase students’ motivation in EFL classroom. The purpose of this study is to analyze the types of reward and punishment as well as looking at the possible reasons that use by the teachers. This study employed qualitative research method. The subjects of this research are 3 teachers from Junior high school in Padang. The data were collected through the observation sheets and stimulated recall interviews (SRI). The findings show that (1) teachers mostly used the type of praise (49%) in giving spoken rewards and also teachers mostly used the type of nonverbal cues (54%) in giving spoken punishments. (2) The reasons that teachers give spoken rewards are to enhance students’ enthusiasm in learning English and to increase students’ motivates in learning process. Meanwhile, the reasons that teachers give spoken punishments are to change students’ behavior and to make students afraid to repeat the same mistakes during learning English. Therefore, it can be concluded that the types of spoken rewards and spoken punishments that mostly used by teachers are the first types are Praise and Use nonverbal cues. As a result, there are several reasons teachers give spoken rewards and spoken punishments to the students. 

scholarly journals TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

2021 ◽  
Vol 24 (2) ◽  
pp. 99-126
Author(s):  
Hao Dao ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Observation Data ◽  
Structured Interviews ◽  
Analysis And Evaluation ◽  
Learning Tasks ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
The Relationship ◽  
And Task

This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.

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