Task-Based Language Teaching: A Current EFL Approach

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Laxman Prasad Bhandari
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Careful Consideration ◽  
Language Teachers ◽  
Ethnographic Research ◽  
Teaching Approaches ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
A Current

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.

scholarly journals English Language Teachers’ Perceptions on Knowing and Applying Contemporary Language Teaching Techniques

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 65-79 ◽  
Author(s):  
Esen Sucuoğlu
Keyword(s):  
Data Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Techniques ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
North Cyprus ◽  
English Language Teachers

The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical package was used for the data analysis. Frequency and percentages were used to analyse the English language teachers’ knowledge, desire to learn, application of the innovative language techniques in their classrooms, experience of problems as well as teachers’ frequency of technique usage and where they learned these techniques. This study shows that the most known contemporary technique is communicative and less known contemporary language teaching techniques are blended/hybrid.

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges

2020 ◽  
Vol 12 (5) ◽  
Author(s):  
Nafis Mahmud Khan ◽  
◽  
Khushboo Kuddus ◽  
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
Language Teachers ◽  
English Language Teaching ◽  
Significant Information ◽  
Secondary English ◽  
Teachers Perceptions ◽  
English Language Teachers

The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

scholarly journals Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 611-629
Author(s):  
Javeria Jamal ◽  
Asmara Shafqat ◽  
Ehtsham Afzal
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
New Strategy ◽  
English Language Teachers ◽  
Interest And Motivation

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.

scholarly journals Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

2020 ◽  
Vol 15 (06) ◽  
pp. 108
Author(s):  
Saleh Al-Shehri
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Vision 2030 ◽  
English Language Teachers ◽  
Almost All

Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers’ perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behavior and teaching practices. The study was conducted with 15 female in-service English language teachers. Data was collected in two phases to reveal any change in teachers perceptions over time. The study concluded that almost all participants held positive attitudes toward Vision 2030. However, there was not a correlation between teachers' perceptions and actual teaching experience in terms of pedagogical and technological perceptions and the Vision's implications.

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

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.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

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

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 ◽  
English Language Teachers

<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>

scholarly journals A Comparative Study of the Teaching Methodologies Employed by English Language Teachers in Private and Public Sector Schools

2021 ◽  
Vol VI (III) ◽  
pp. 65-74
Author(s):  
Amna Zahra ◽  
Ayesha Butt ◽  
Sadia Rafique
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodologies ◽  
Public And Private ◽  
Primary Level ◽  
English Language Teachers ◽  
Public And Private Sector

The aim of the study was to make a comparison between the teaching methodologies employed by English language teachers at public and private sector schools at primary level. Foreign language teaching methodologies has become a much-discussed phenomena and has been given immense importance from the last few decades, however, it still needs development in teaching practices. The data for the present study were collected in the form of semi-structured interviews, which were related to the objectives and research questions. The target population of the study was primary level teachers of Lahore, Punjab (Pakistan), while the sample of the study was comprised of primary level teachers of a public and private sector school in Lahore. The results of the study indicated that the teachers of the public sector schools were mostly relying on the structural methods of language teaching, whereas the teachers of the private sector schools were using blended methods.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

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.

Sign in / Sign up

Export Citation Format

Share Document