scholarly journals A Closer Look at Extensive Reading in Omani Public Schools: Current Practices and Teachers’ Perceptions

2016 ◽  
Vol 9 (8) ◽  
pp. 93 ◽  
Author(s):  
Al Seyabi Fawzia ◽  
Al Rashdi Salwa

<p>The present study aims at identifying the current practices regarding the implementation of extensive reading in Omani public schools. The study employed a content analysis sheet to analyze the extensive reading work of 300 students. Semi-structured interviews were also held with 15 teachers and 5 regional supervisors from Al-Dakhilyia Governorate. Results of the study revealed that the frequency of reading amongst students is very low as 53% of the students read only once a semester and they often read the same type of genre. The results also showed that most of the English language teachers chose the same reading materials for their students regardless of the students’ interests or proficiency level. To show evidence of reading, students often wrote responses to questions in their notebooks. As for assessment, teachers did not assess students based on the frequency of reading or the difficulty level of the questions chosen. Teachers responded to students’ work by giving them a general mark rather than providing descriptive comments or giving recommendations on what to read next. Drawing upon the findings, recommendations to bring about better practices regarding extensive reading are provided.</p>

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>


2020 ◽  
Vol 22 (1) ◽  
pp. 125-139
Author(s):  
Tania Millán Librado ◽  
Nora M. Basurto Santos

This paper discusses the perceptions that six English language teachers, from public schools in the south region of the state of Veracruz in Mexico, have about their particular teaching contexts. A qualitative approach was adopted, and main data collection was through semi-structured interviews. The results show that all teachers have mostly negative perceptions about their teaching conditions. It was concluded that urgent action is needed on the part of the government to improve the English as a foreign language scenario, especially now when the introduction of English as a foreign language has been proposed at even earlier ages in all levels of education in the country.


Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.


Author(s):  
Javeria Jamal ◽  
Asmara Shafqat ◽  
Ehtsham Afzal

The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.


2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.


2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;


Author(s):  
Beril Yucel ◽  
Meral Güçeri

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.


2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Laxman Prasad Bhandari

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.


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