scholarly journals EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

2020 ◽  
Vol 10 (1) ◽  
pp. 121
Author(s):  
Fatimah Yousef Alzahrani ◽  
Abeer Sultan Althaqafi
Keyword(s):  
English Language ◽  
Online Professional Development ◽  
Learning Needs ◽  
Teaching English ◽  
Online Questionnaire ◽  
Knowledge And Skills ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
New Knowledge ◽  
One Year

This study aimed at examining EFL teachers’ perceptions of the effectiveness of an OPD program provided by a Saudi University. The program lasted for almost one year, and consisted of different courses about teaching English language. An online questionnaire was sent to the teachers to examine their perceptions of the effectiveness of the program through examining teachers’ perceptions of the significant features of the program, their learning in the program, and their use of the new knowledge and skills. Findings indicated limitations in teachers’ positive perceptions of the features of the OPD courses, teachers’ learning, and teachers’ use of new skills and knowledge. Providers of OPD need to take into consideration teachers’ needs and preferences, and the obstacles that might inhibit teachers’ learning. Needs analysis might be helpful to discover their needs and preferences and solutions for the obstacles they face.

scholarly journals An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

2021 ◽  
Vol 12 (3) ◽  
pp. 464-485
Author(s):  
Ahmad Qadi
Keyword(s):  
English Language ◽  
Online Questionnaire ◽  
Response Options ◽  
University Teachers ◽  
Conceptions Of Assessment ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Strongly Agree ◽  
Teaching Learning ◽  
Level Of Agreement

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

scholarly journals Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

2016 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Hussain Ahmad ◽  
Sayyed Rashid Shah ◽  
Emad A. Alghamdi ◽  
Sayyed Rashid Shah
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Professional Literature ◽  
Efl Teachers ◽  
Reading Professional ◽  
English Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

An Investigation into the Effect of Individual Differences on Iranian EFL Teachers’ Perceptions Concerning Professional Development Obstacles

2017 ◽  
Vol 7 (7) ◽  
pp. 570
Author(s):  
Sara Rahimi
Keyword(s):  
Professional Development ◽  
English Language ◽  
Small City ◽  
Teaching Career ◽  
Teachers Perceptions ◽  
Academic Qualification ◽  
Gender And Age ◽  
Significant Difference ◽  
Efl Teachers ◽  
Postgraduate Studies

The aim of this study is to examine Iranian EFL teachers’ perceptions of the professional development obstacles they face during their teaching career. A total of 50 Iranian EFL teachers at different language academy within a small city of Kangan, participated in this study. The following items were found to be most highly frequent among the participants of the current study: [“Observers’ visits are rare” for institutional professional development obstacles; (M= 3.91)], [“Some teachers cannot afford pursuing postgraduate studies” for self-directed professional development obstacles; (M= 4.76)], [“English language conferences in Iran are rare” for professional development obstacles related to the nature of the work; (M= 3.74)]. On the contrary, the following problems were found to be the least highly frequent ones the participants were facing during their professional development: [“Institute administration considers English less important than other languages”; (M= 3.04)], [“Some teachers always feel frustrated with most students”, (M= 2.97)], [“Teaching is a type of work that rapidly becomes routine” for professional development obstacles related to the nature of the work; (M= 2.85)]. Finally, no significant difference was found in teachers’ perceptions of professional development obstacles with regard to their academic qualification, ELT experience, gender, and age.

scholarly journals Scope of Cooperative Learning (CL) Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

2017 ◽  
Vol 6 (7) ◽  
pp. 110 ◽  
Author(s):  
Muhammad Ishtiaq ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Cooperative Learning ◽  
Language Proficiency ◽  
Educational Administration ◽  
English Language ◽  
English Language Teaching ◽  
Teaching English ◽  
Efl Learners ◽  
Proficiency Level ◽  
Efl Teachers

This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females) perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

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