scholarly journals Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year

2019 ◽  
Vol 12 (6) ◽  
pp. 24
Author(s):  
Abdulmohsen A. Dashti
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Skills ◽  
Language Teachers ◽  
English Department ◽  
Staff Members ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
English Major ◽  
English Language Teachers

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.

scholarly journals Problems of Female Preservice Kuwaiti English Language Teachers During the Practicum Course

2021 ◽  
Vol 3 (13) ◽  
pp. 01-07
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Basic Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Female Teachers ◽  
College Of Basic Education ◽  
Special Cases ◽  
English Language Teachers

Knowledge of pre-service teachers' difficulties and the obstacles they face during their practicum is supremely important to designing and implementing a successful field experience. Based on this, the current study explored and discussed the most frequent problems that Kuwaiti English language pre-service teachers face during their practicum course. The purpose of this research is to learn more about the challenges and obstacles that female pre-service Kuwaiti English language teachers (n = 45) may experience throughout their practicum period. To achieve the intended outcomes, the study used a qualitative approach. Semi-structured interviews were conducted with female pre-service English language teachers at the college of Basic Education in Kuwait. The College of Basic Education plays a key role in providing qualified female teachers to the Ministry of Education through a training program that prepares potential English instructors to fulfil the career requirements of English instructors. According to the findings of the research, different issues have been aroused by the participants as they have complained about some aspects of the practicum course, including preparing lesson plans and workload, relationship with colleagues in the department, classroom management (especially dealing with students who have special cases), and academic supervisors. Interpretations of the results and recommendations are discussed in relation to the context of the study.

scholarly journals Teaching English as a Foreign Language in Iraq

2018 ◽  
Vol 2 (4) ◽  
pp. 409-446
Author(s):  
Bushra Saadoon Al - Noori
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
First Year ◽  
Staff Members ◽  
Ibn Rushd ◽  
English Language Teachers ◽  
The Government ◽  
Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

Task-Based Language Teaching: A Current EFL Approach

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Laxman Prasad Bhandari
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Careful Consideration ◽  
Language Teachers ◽  
Ethnographic Research ◽  
Teaching Approaches ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
A Current

Task-based language teaching (TBLT) is one of the widely discussed teaching approaches at present. Teaching a lesson using tasks needs careful consideration of the age and interests of the learners. This paper provides an overview, characteristics and advantages of TBLT; highlights teacher and student roles; and explores teachers’ perceptions of task-based language teaching. For this, I purposively selected two English language teachers teaching at secondary levels as the participants of my study. This study applies ethnographic research method and explores the participants’ perceptions of using language tasks in their classrooms. The findings suggest that though English language teachers hold positive attitudes on task-based language teaching as a current EFL approach, they are not well aware of the methods of using this approach in their classrooms.

scholarly journals A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy

2019 ◽  
Author(s):  
Eidah Abdullah Al-malki
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Empirical Survey ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
Gender Based

Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students’ learning strategies, students’ motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

English language teachers’ literacy competence in literature

2021 ◽  
Vol 2 ◽  
pp. 103
Author(s):  
Prasetyo Hazairin Eko ◽  
Kurniati Victa Sari Dwi ◽  
Kusuma Adhi
Keyword(s):  
High School Students ◽  
English Language ◽  
Language Skills ◽  
English Literature ◽  
Group Discussion ◽  
Language Teachers ◽  
Educational Values ◽  
School Students ◽  
English Language Teachers ◽  
Quantitative Descriptive

The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to high school students was important and useful to improve their language skills as well as their character educational values.

scholarly journals EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES

2017 ◽  
Vol 6 (1) ◽  
pp. 26-48
Author(s):  
Manickavasagar Govindasamy ◽  
Jariah Mohd. Jan
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Subject Matter Knowledge ◽  
Language Teachers ◽  
English Major ◽  
English Language Teachers ◽  
The Subject ◽  
Academic Qualifications ◽  
Literary Devices ◽  
Better Than

Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.

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