scholarly journals Use of Blackboard Application in Language Teaching: Language Teachers' Perceptions at KAU

2016 ◽  
Vol 5 (6) ◽  
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Teaching Language

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 242-264
Author(s):  
Ernest Nyamekye ◽  
Daniel Baffour-Koduah ◽  
Esther Asare
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Language Teaching ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Service Training ◽  
Basic School ◽  
Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

scholarly journals SLIPS OF THE TONGUE IN INDONESIAN DAILY CONVERSATION: A PSYCHOLINGUISTIC VIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 127-132
Author(s):  
Merry Lapasau ◽  
Sulis Setiawati
Keyword(s):  
Native Speakers ◽  
Language Teaching ◽  
Language Teachers ◽  
Speech Errors ◽  
Speech Error ◽  
Teaching Language ◽  
Descriptive Approach ◽  
Slips Of The Tongue

Abstract: This research aims at analyzing speech errors, also known as slips of the tongue madeby adult Indonesians as native speakers. Those errors were analyzed regarding types andbackground of the occurence with Meringer’s theory of slips of the tongue as the framework ofthe research. This research is mainly qualitative with a descriptive approach within thepsycholinguistics view. The results show that slips of the tongue occurred by adult Indonesian asnative speakers were: 1. Exchange, 2. Anticipation, 3. Postposition, 4. Contamination, and 5.Substitution. Researchs about slips of the tongue can provide input to the language process whichis very important for language teaching. Language teachers can interact better with students if theproblems as the sources of the students' errors are identified. Above all, by comprehending varioustypes of speech errors we can increase our understanding of the acquisition, production, andperception of our language thoroughly.Key Words: speech error; slips of the tongue; psycholinguistics

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.

scholarly journals COMIC STRIPS FOR LANGUAGE TEACHING: THE BENEFITS AND CHALLENGES ACCORDING TO RECENT RESEARCH

2021 ◽  
Vol 7 (1) ◽  
pp. 230
Author(s):  
Eka Anastasia Wijaya ◽  
Ni Komang Arie Suwastini ◽  
Ni Luh Putu Sri Adnyani ◽  
Kadek Eva Krishna Adnyani
Keyword(s):  
Literature Review ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
Language Teachers ◽  
Data Sources ◽  
Research Articles ◽  
Comic Strips ◽  
Teaching Language

Recent studies have argued for the use of comic strips in language teaching, while concerns with the challenges in its application are also frequently highlighted. Using George’s (2008) model of literature review, the present study will elaborate on the use of comic strips as a medium of learning, its benefits, and the challenges in its implementation. The data sources are research articles related to the implementation of comic strips for language teaching, published in reputable international journals and accredited national journals from 2011 to 2020. The review reveals that previous studies have proven that comic strips in language teaching can promote students’ vocabulary, improve students' grammar competence, support the students' reading skills, and help the students who lack writing skills. However, these studies also show concerns on challenges in implementing comic strips in language teaching, such as its relevance, the choices of the topics, and how it cannot support spoken skills as much as it would support the written skills. It implies that while comic strips can be good media for teaching language, teachers should also find strategies in overcoming the challenges that may occur during its implementation. 

Pre-Service Language Teachers' Experiences in the Digital Storytelling Process

2020 ◽  
pp. 87-112 ◽  
Author(s):  
Melih Derya Gürer
Keyword(s):  
Digital Storytelling ◽  
Language Teaching ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Pedagogical Skills ◽  
Information And Communication ◽  
Digital Stories

This study investigated pre-service language teachers' experiences and capabilities in digital storytelling (DST) about creating digital stories and their views on the use of DST in language teaching. A case study design was adopted. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Moreover, the data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort with information and communication and pedagogical skills.

scholarly journals EFL Teachers’ Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study

2017 ◽  
Vol 10 (11) ◽  
pp. 204
Author(s):  
Seyyed Ali Ostovar-Namaghi ◽  
Bahareh Ahmadabadi-Tak
Keyword(s):  
Grounded Theory ◽  
Language Proficiency ◽  
Language Teaching ◽  
Deficiency Syndrome ◽  
Language Teachers ◽  
Experienced Teachers ◽  
Capital City ◽  
Strategy Training ◽  
Efl Learners ◽  
Teachers Perceptions

Strategy-deficient language learners struggle to develop their language proficiency through limiting and inappropriate strategies. This study aims at exploring experienced teachers’ perceptions of strategy deficiency syndrome among EFL learners. To this end, the perspectives of a purposive sample of experienced teachers teaching in private language schools of Tehran, the capital city of Iran, were theoretically sampled based on the principles and procedures of grounded theory. The final conceptualization of teachers’ perspectives yielded “learners’ limiting strategies” and “teachers proposed alternatives” as the major categories. The findings suggest that curriculum developers and language teachers merge strategy training and language teaching to remedy the strategy deficiency syndrome among EFL learners in the contexts of this study and other similar contexts where the banking model of education marginalizes strategy training and focuses exclusively on language teaching.

Should Pre-Service Language Teachers Develop Digital Stories?

2020 ◽  
pp. 429-445
Author(s):  
Melih Derya Gürer
Keyword(s):  
Content Analysis ◽  
Language Teaching ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Technology Skills ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Digital Stories

This study investigated pre-service language teachers' experiences and capabilities in DST as well as their views on the use of DST in language teaching. A case study design was adopted in the current study. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort, and sophisticated information and communication technology skills.

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.

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