Syllabus Design for Pre-service English Language Teachers in Spain

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

Journal of English Language and Pedagogy ◽

10.36597/jelp.v1i1.2792 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Eka Pratiwi ◽

Yuyun Yulia

Keyword(s):

English Language ◽

Video Recording ◽

Language Teachers ◽

Target Language ◽

Knowledge Level ◽

Teaching English ◽

Language Classroom ◽

Tenth Grade ◽

Research Findings ◽

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language. However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

An Ethnographic Study of Novice English Language Teachers’ Challenges Faced While Teaching English as Foreign Language in Pakistan

10.7176/jlll/80-04 ◽

2021 ◽

Keyword(s):

Foreign Language ◽

English Language ◽

Ethnographic Study ◽

Language Teachers ◽

Teaching English ◽

English As Foreign Language ◽

Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

International Education Studies ◽

10.5539/ies.v10n12p38 ◽

2017 ◽

Vol 10 (12) ◽

pp. 38 ◽

Cited By ~ 4

Author(s):

Ahmed Abdulteeef M. Al Khateeb

Keyword(s):

Saudi Arabia ◽

Foreign Language ◽

English Language ◽

Research Question ◽

Language Teachers ◽

Future Research ◽

Ict Literacy ◽

Digital Competence ◽

Diverse Range ◽

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

English Language and Literature Studies ◽

10.5539/ells.v6n4p104 ◽

2016 ◽

Vol 6 (4) ◽

pp. 104 ◽

Cited By ~ 1

Author(s):

Huda Alqunayeer

Keyword(s):

Foreign Language ◽

Undergraduate Students ◽

English Language ◽

Female Students ◽

Language Teachers ◽

Test Results ◽

Loan Words ◽

Teachers And Students ◽

Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

Teaching English as a Foreign Language in Iraq

Iraqi Administrative Sciences Journal ◽

10.33013/iqasj.v2n4y2018.pp409-446 ◽

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 ◽

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.

Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

Studies in English Language Teaching ◽

10.22158/selt.v7n2p148 ◽

2019 ◽

Vol 7 (2) ◽

pp. 148

Author(s):

Dr. David Wealthy Guerrero

Keyword(s):

Public Schools ◽

Foreign Language ◽

English Language ◽

Research Question ◽

General Purpose ◽

Language Teachers ◽

Structured Interviews ◽

Teachers Perceptions ◽

Research Production ◽

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.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

Education Reform Journal ◽

10.22596/erj2021.06.01.31.46 ◽

2021 ◽

Vol 6 (1) ◽

pp. 31-46

Author(s):

Mehmet DEMİREZEN

Keyword(s):

Teacher Education ◽

Foreign Language ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Native Students ◽

Language Teacher Education ◽

Language Teacher ◽

The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Should teachers use L1 in EFL classroom?

Journal of NELTA ◽

10.3126/nelta.v23i1-2.23346 ◽

2018 ◽

Vol 23 (1-2) ◽

pp. 25-39

Author(s):

Shahnaz Mahmud

Keyword(s):

English Language ◽

Mother Tongue ◽

Language Teachers ◽

Teaching English ◽

University Teachers ◽

Teachers And Students ◽

English Classroom ◽

Method Approach ◽

Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model

Journal of Foreign Language Teaching and Applied Linguistics ◽

10.14706/jfltal16326 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Duygu Gok ◽

Hilal Bozoglan

Keyword(s):

Foreign Language ◽

Flipped Classroom ◽

English Language ◽

Language Education ◽

Foreign Language Education ◽

Language Teachers ◽

New Paradigm ◽

Teachers Perceptions ◽

A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume02issue12-52 ◽

2020 ◽

Vol 02 (12) ◽

pp. 298-302

Author(s):

Sarimsakova Dilafruz Muhamadjonovna ◽

Keyword(s):

Foreign Language ◽

English Language ◽

Communicative Competence ◽

English Teachers ◽

Language Teachers ◽

Sociolinguistic Competence ◽

The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.