scholarly journals Blogging for Self-reflection among Pre-service English Language Teachers in Saudi Arabia: An Exploratory Study of Students' Own Reflections

2016 ◽  
Vol 5 (6) ◽  
Keyword(s):  
Saudi Arabia ◽  
Exploratory Study ◽  
English Language ◽  
Language Teachers ◽  
Self Reflection ◽  
English Language Teachers

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

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
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 ◽  
English Language Teachers

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.

scholarly journals Tertiary level English Language Teachers' Use of, and Attitudes to Alternative and Online Assessments during the Covid-19 Outbreak

2022 ◽  
Vol 16 ◽  
pp. 39-49
Author(s):  
Saud Mohammed Alenezi
Keyword(s):  
Saudi Arabia ◽  
Computer Literacy ◽  
English Language ◽  
Concept Map ◽  
Language Teachers ◽  
Online Assessment ◽  
Alternative Assessments ◽  
Northern Border ◽  
Online Assessments ◽  
English Language Teachers

This study aims to investigate the English language teachers’ perceptions and attitudes towards the use of alternative and online assessments adopted during the Coronavirus (Covid-19) outbreak, in Saudi Arabia. The current study employs a descriptive method, and the data were collected using a survey questionnaire, which consists of 33 closed-ended and four open-ended questions. The participants were 102 (46 male and 56 female) teachers of English at Northern Border University, Saudi Arabia. The questionnaires were administered online via Google Form. The data were analyzed using descriptive statistics for quantitative responses, whereas content analysis was used to analyze the qualitative responses collected from the open-ended questions. The findings revealed that the teachers had mixed reactions towards alternative and online assessments. The online assessments adopted were in form of both alternative and traditional types, administered via Blackboard. It was found that portfolios and oral presentations were the most frequently used forms of alternative assessments by the English language teachers at the time of Covid-19. Other types of alternative assessments, including, online collaborative/peer assessment, self-assessment, virtual concept map, concept map, article review, and mini-project, were claimed to be less used by the teachers. However, the teachers’ top priority was summative assessment, where by the traditional exams were in fact still be used in online assessment. In addition, teachers reported constraints related to time for the assessments, need for computer literacy, possibility of cheating, and technical issues, when adopting online assessments. However, they believed online assessment covered the content of the course of study. Teachers also reported that students did not initially like online assessment but later warmed to it as it proved easier to do well in. Finally, pedagogical implications are discussed based on the study findings.

scholarly journals Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

scholarly journals Sources of Work Stress of English Language Teachers in Secondary Government Schools in Saudi Arabia

2021 ◽  
Vol 2 (4) ◽  
pp. 1-5
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Work Stress ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Government Schools ◽  
English Language Teachers ◽  
High Level ◽  
The Impact

The study aimed to reveal the level of work stress among secondary school English language teachers in government schools affiliated with the education directorates in Abha, Saudi Arabia, and knowing the impact of both gender, and experience on their estimates. The study population consisted of (105) male and female teachers. A questionnaire was prepared to measure the level of work stress among teachers, and it consisted of (31) items. The results showed that the work pressures facing secondary school English language teachers were at a high level on the dimensions as a whole. The results also showed that there were no statistically significant differences due to the variable of gender and teaching experience.

scholarly journals MICROTEACHING LESSON STUDY FOR PROSPECTIVE ENGLISH LANGUAGE TEACHERS: DESIGNING A RESEARCH LESSON

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Abdullah Coşkun
Keyword(s):  
Lesson Study ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
State University ◽  
Structured Interviews ◽  
Self Reflection ◽  
Young Learners ◽  
Group Members ◽  
English Language Teachers

In this study, Microteaching Lesson Study (hereafter MLS) was applied for a research lesson designed by the MLS group members including three third-year prospective English language teachers in line with the Content and Language Integrated Learning (hereafter CLIL) approach. This qualitative study aims to uncover the contribution of MLS to the improvement of the teaching within a single lesson geared toward young learners and the perspectives of MLS group members about major components of the MLS process. The participants of the study are three MLS group members, 15 peers and an instructor in the English Language Teaching (hereafter ELT) department of a state university in Turkey. The lesson collaboratively developed by the MLS group members was presented three times by a different member to a different group of five peers who pretended to be young learners. After each lesson, revision meetings were held to analyze the self-reflection of the presenter, the peer/instructor feedback about the lesson and the recorded lesson. The analysis of the revision meetings illustrated the instructional improvement cycle of MLS. Moreover, the analysis of the semi-structured interviews with the MLS group members revealed that they were generally satisfied with the major components of MLS, such as collaborative lesson planning and receiving feedback from peers although a few concerns were mentioned as well. It is suggested that MLS should be incorporated into ELT programs.

An Analysis of Language Teachers’ Beliefs in Their Teaching Learning Process

2015 ◽  
Vol 1 (1) ◽  
pp. 18-30
Author(s):  
Dini Handiani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Self Reflection ◽  
Language Pedagogy ◽  
Knowledge And Beliefs ◽  
English Language Teachers ◽  
Teaching Learning

Language teachers play a very important part in language education and learning. What they do in classroom is a reflection of what they know and believe about issues related to their professional practices. Their knowledge and beliefs provide them with the underlying framework guiding their teaching learning process related to the content, approach, and evaluation of teaching and learning. The objective of this paper, therefore, was to examine the beliefs of language techers in teaching learning process. Based on the discussions and conclusions, it is recommended that the English language teachers  need to have clear  beliefs about their teaching learning process, and be very much willing to improve the language pedagogy through self-reflection/self-study. Key words: teaching learning process, beliefs

scholarly journals Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

2020 ◽  
Author(s):  
Lubna Khalil ◽  
Brunhielda Kholofelo Semono-Eke
Keyword(s):  
Saudi Arabia ◽  
Teaching Methods ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
English Language Teachers

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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