scholarly journals The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers’ Perspectives

2021 ◽  
Vol 14 (9) ◽  
pp. 67
Author(s):  
Ahlam Aldakhil ◽  
Hind Alfadda
Keyword(s):  
Private School ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Successful Implementation ◽  
Riyadh City ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Observation Protocol ◽  
Teachers Perspectives

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students’ achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers’ perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females & 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of Covid-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers’ proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers. 

scholarly journals Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi Classroom: EFL Teachers’ Perspectives

2020 ◽  
Author(s):  
Hind A. Al Fadda
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Systematic Evaluation ◽  
Job Experience ◽  
English Language Teachers ◽  
English Classroom ◽  
Observation Protocol ◽  
Teachers Perspectives

This study evaluates the Sheltered Instruction Observation Protocol (SIOP) model and its application in the Saudi classroom from the English language teachers’ perspective. The study used a descriptive study design, with a selected sample of 300 male and female English language teachers from elementary and middle schools. The research conducted a group-wide comparison using the Statistical Package for Social Sciences (SPSS). Findings illustrate that educational qualification, career status, job experience and training courses substantially affect application of the SIOP model in the classroom. Results also show that technical, financial capabilities and teachers' qualifications enable the SIOP implementation in the Saudi classroom. The study suggests the implementation of the SIOP model for the sake of transitioning from the traditional English language education system to more advanced methods concerned with the systematic evaluation of English language teachers and classroom environment standards. The recommendation includes training teachers on the SIOP model and emphasizes providing other countries with the guidelines related to SIOP implementation in the English classroom.

scholarly journals Measuring EFL Teachers’ Implementations of Communicative Language Teaching in Teaching Speaking Skills

2019 ◽  
Vol 5 (3) ◽  
pp. 18
Author(s):  
Ali Sabah Al-Khayyat
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Validity And Reliability ◽  
Intermediate Schools ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Teachers Perspectives ◽  
Speaking Skills

The aim of the study is to investigate EFL teachers’ use of Communicative Language Teaching techniques (CLT) in teaching speaking skills at schools from teachers’ perspectives. The participants were from the intermediate schools located at Al-America District in Baghdad. The total number is 29 EFL male and female teachers. A questionnaire was used to collect the data of the study. Validity and reliability of the questionnaire were computed. The findings reveal that the English language teachers sometimes use CLT Techniques and strategies in teaching speaking skills, and even the students are evaluated even by paper and pencil test more than oral test.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals A study of EFL teachers’ classroom grading practices in secondary schools and private institutes: a mixed methods approach

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Majid Nowruzi
Keyword(s):  
Decision Making ◽  
Mixed Methods ◽  
English Language ◽  
Language Teachers ◽  
Sequential Mixed Methods ◽  
Efl Teachers ◽  
Motivation Enhancement ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
Internal And External Factors

AbstractThis explanatory sequential mixed methods study aimed at exploring the grading decision-making of Iranian English language teachers in terms of the factors used when assigning grades and the rationales behind using those factors. In the preliminary quantitative phase, a questionnaire was issued to 300 secondary school and private institute EFL teachers. Quantitative data analyses showed that teachers attached the most weight to nonachievement factors such as effort, improvement, ability, and participation when determining grades. Next, follow-up interviews were conducted with 30 teachers from the initial sample. The analyses of interview data revealed that teachers assigned hodgepodge grades on five major grounds of learning encouragement, motivation enhancement, lack of specific grading criteria, pressure from stakeholders, and flexibility in grading. Data integration indicated that teacher grading decision-making was influenced by both internal and external factors, with adverse consequences for grading validity. Eliciting explanations for the use of specific grading criteria from the same teachers who utilized those criteria in their grading in a single study added to the novelty of this research. Implications for grade interpretation and use, accountability in classroom assessment, and teachers’ professional development are discussed.

Teacher Development: Strategies and Perception

2017 ◽  
Vol 8 ◽  
pp. 69-78
Author(s):  
Padam Lal Bharati ◽  
Subas Chalise
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
English Language ◽  
Development Strategies ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
English Speaking ◽  
Teachers Professional Development ◽  
Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

scholarly journals Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

2021 ◽  
Vol 9 (3) ◽  
pp. 97-114
Author(s):  
Reem Alkurdi ◽  
Sharif Alghazo
Keyword(s):  
English Language ◽  
Mean Value ◽  
Language Teachers ◽  
Communication Style ◽  
Communication Styles ◽  
Student Teacher Relationship ◽  
Efl Teachers ◽  
English Language Teachers ◽  
The Mean

This study aims to investigate English as a Foreign Language (EFL) teachers’ misbehaviours in class and their students’ reactions to these misbehaviours. Towards this end, 60 classroom observations of six English language teachers (N=10 each) were conducted at a public school in Jordan. Moreover, a survey was used to elicit 201 students’ reactions to their teachers’ misbehaviours by gauging their satisfaction with the teachers’ communication styles. Finally, the teacher participants were interviewed in order to more deeply understand why such misbehaviours occurred. Analysis of the data is grounded in the Expectancy Violation Theory. The results revealed that when the mean value of teachers’ communication style was more than 3 on a 5-point Likert Scale, the students often perceived their teachers as being positive, and the students compensated most of their teachers’ misbehaviours. However, when the mean value was below 3, the teachers were perceived as being negative, and the students reciprocated for most of the misbehaviours. The results also showed that the students are more tolerant towards their teachers’ misbehaviours as long as the teacher is perceived to be positive. The study provides insights into understanding the student-teacher relationship in EFL classes.

scholarly journals TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES

2020 ◽  
Vol 31 (2) ◽  
pp. 259
Author(s):  
Aurelia Melinda Herka Puspita ◽  
Joseph Ernest Mambu
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Language Teachers ◽  
Spiritual Values ◽  
Language Pedagogy ◽  
Central Java ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Basic English

The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.

scholarly journals POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

2021 ◽  
Vol 6 (2) ◽  
pp. 296-317
Author(s):  
Nur Ashiquin C. Alih ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Policy Change ◽  
Education System ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
Readiness For Change ◽  
Language Teachers ◽  
Change Implementation ◽  
English Language Education ◽  
English Language Teachers

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

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