A Study of Communicative Strategies of Thai and Filipino Teachers of English

There are many non-native English language teachers communicating with each other on a daily basis in English. The communicative strategies of non-native English language teachers can be easily identified. This study investigated the communicative strategies used by Thai and Filipino teachers. This research focused on the teacher’s interaction, the framework of communicative strategies of ASEAN English as a Lingua Franca (ELF) speaker, and the lack of studies in communicative strategies. In addition, the study aimed to investigate the significant relationship and communicative strategies between intercultural teaching personnel. The population sample consisted of Thai and Filipinos teachers who provide classroom instruction in English. The research tools used to collect data included a questionnaire, observations during two pair speaking tasks, and a Jigsaw task. A stimulated recall interview was performed after the tasks. All conversations and interactions were recorded and then transcribed. The results revealed that as listeners, “Listen to the message” was ranked the highest among the communicative strategies used by both the Thai and Filipino teachers. “Non-verbal language” was ranked the highest for the Thai teachers; while, “Persuasion” was most frequently used by the Filipino teachers. A Chi-square test showed that there was a statistically significant relationship between communicative strategies used by the Thai and Filipino teachers. Based on the findings of the study, communicative strategies identified in this study should be incorporated into English curriculums and English language teaching in Thailand. Educators, teachers, and non-native English learners should adopt these communicative strategies to promote mutual understandings in the ELF context.

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THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

European Journal of Special Education Research ◽

10.46827/ejse.v7i3.3923 ◽

2021 ◽

Vol 7 (3) ◽

Author(s):

Gunasegaran Karuppannan ◽

Muhantha Paramalingam ◽

Fazal Mohamed Mohamed Sultan ◽

Hatnin Duari

Keyword(s):

Special Education ◽

Effective Teaching ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Effective Teaching Strategies ◽

Lesson Delivery ◽

English Language Teachers ◽

Document Review

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. Article visualizations:<img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" />

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Communicative Competence of College English Language Teachers: Using Results as Basis For An Action Plan

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i6-47 ◽

2021 ◽

Vol 04 (06) ◽

Author(s):

Ma . Fe B. Belasoto ◽

Keyword(s):

Language Proficiency ◽

Significant Relationship ◽

English Language ◽

Communicative Competence ◽

Action Plan ◽

Language Teachers ◽

College English ◽

Significant Difference ◽

English Language Teachers ◽

Language Exposure

This study determined the communicative competence of the college English language teachers of Northern Iloilo Polytechnic State College (NIPSC) in the 5th District of Iloilo through a researcher-developed instrument which had undergone validity and reliability testing. Utilizing mixed method approach and with forty-five (45) English language teachers who were chosen through complete enumeration, result showed that the respondents’ level of communicative competence in the areas of grammatical, sociolinguistic, strategic and discourse was “very good”, while the extent of their English language exposure was “sometimes” for the 95.56% and “always” for only 4. 44%. There was no significant relationship between the respondents’ number of years in teaching, written language proficiency, relevant seminars and trainings attended and all areas of communicative competence. Among the four areas of communicative competence, grammatical and sociolinguistic competence had significant relationship with their oral language proficiency and discourse competence had significant relationship with highest educational attainment. There was no significant relationship between their communicative competence and extent of English language exposure. There was no significant difference between the level of communicative competence of the respondents when they were grouped according to campus. The following factors were perceived to contribute to their communicative competence: the practice of the English language inside and outside the classroom, exposure to mainstream media, experience as English teachers, inherent intelligence, seminars or trainings attended, while the extent of their language exposure was perceived to be influenced by time, attitude or preference of the teacher, environment, teaching load, co-workers and students. Based on the result of the study an action plan was proposed to improve the efficiency, competence, and performance of the English language teachers at the College.

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The Relationship between Teaching Styles and Autonomy among Iranian Female EFL Teachers, Teaching at Advanced Levels

English Language Teaching ◽

10.5539/elt.v9n3p223 ◽

2016 ◽

Vol 9 (3) ◽

pp. 223 ◽

Cited By ~ 1

Author(s):

Abdollah Baradaran

Keyword(s):

Significant Relationship ◽

English Language ◽

Teaching Styles ◽

Language Teachers ◽

Efl Teachers ◽

English Language Teachers ◽

The Relationship ◽

Non Parametric

The current research aimed at inspecting the existence of a significant relationship between teachers’ teaching styles and their Autonomy. For this reason, two questionnaires with regard to the main variables were given to 175 female English language teachers, teaching at advanced levels. Moreover, non-parametric Mann Whitney and Kruskal Wallis tests were selected to compare the levels of each style in terms of Autonomy scores. The results showed no significant correlation between the two variables.

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Current and Future Digital Trends in ELT

RELC Journal ◽

10.1177/0033688218777318 ◽

2018 ◽

Vol 49 (2) ◽

pp. 164-178 ◽

Cited By ~ 5

Author(s):

Nicky Hockly ◽

Gavin Dudeney

Keyword(s):

Digital Divide ◽

Teaching And Learning ◽

English Language ◽

New Technologies ◽

Daily Basis ◽

Language Teachers ◽

New Developments ◽

Know How ◽

Technological Developments ◽

English Language Teachers

Anybody who has lived through the past decade of technological developments will know how quickly our world is changing. And what happens outside our teaching contexts, out there in the real world, will inevitably – at least some of it – end up having an impact on what we do inside our classrooms, lecture halls, schools and colleges. Some of the technologies we mention below will assuredly come to have an impact on some teachers and teaching contexts, others may simply burn brightly and disappear, as so often happens in the field. We start this article by looking at the bigger picture of technologies in society and in education – the context into which technology fits, with a focus on how the digital divide affects the implementation of educational technologies (or ‘EdTech’). We then consider different and new ways and approaches to teaching and learning, before focussing on some of the new technologies which are – or will be – having an impact on what we do on a daily basis. In each case we reflect on how these new developments will continue to affect English language teachers and learners.

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Native-speakerism and ‘hidden curricula’ in ELT training

Journal of Language and Discrimination ◽

10.1558/jld.36409 ◽

2018 ◽

Vol 2 (2) ◽

pp. 162-187 ◽

Cited By ~ 4

Author(s):

Robert J. Lowe ◽

Luke Lawrence

Keyword(s):

English Language ◽

Hidden Curriculum ◽

Native Speaker ◽

Language Teachers ◽

Diverse Range ◽

Beliefs And Practices ◽

Research Perspectives ◽

Norms And Values ◽

English Language Teachers ◽

Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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