A Detailed Analysis over Iranian EFL Teachers’ Beliefs towards Using Pronunciation Software in Teaching English Pronunciation

2017 ◽  
Vol 6 (7) ◽  
pp. 227 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Teaching And Learning ◽  
Structured Interview ◽  
Learning Opportunities ◽  
Teaching English ◽  
University Teachers ◽  
Pronunciation Instruction ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
English Pronunciation ◽  
The Impact

One of the useful ways of teaching English pronunciation is the application of pronunciation software. Pronunciation software supplies a personal and stress-free setting for both teachers and learners through which they can have infinite input, exercise at their own pace, and get feedback through the automatic speech recognition. This study investigated the Iranian teachers’ beliefs towards utilizing pronunciation software in English pronunciation instruction. The researchers applied a qualitative method to investigate the impact of pronunciation software on teachers’ pronunciation instruction. The researchers used a belief questionnaire to choose teachers for the semi-structured interview and distributed it to 28 teachers at the two Islamic Azad Universities of Iran. The researchers chose 14 of them based on their answers to the belief questionnaire. Therefore, these 14 teachers participated in the qualitative aspect of this study. The researchers collected data and analyzed them. Qualitative data analysis was done through reducing and displaying the collected data and drawing conclusions from the collected data. The findings obtained from the qualitative research demonstrated that Iranian university teachers held positive beliefs towards the application of pronunciation software in pronunciation instruction. These positive beliefs provided teaching and learning opportunities and appropriate resources for teachers, met their teaching needs, and solved some of their pronunciation difficulties.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals The Impact of Shadowing Technique on Tertiary Students’ English Pronunciation

2020 ◽  
Vol 6 (1) ◽  
pp. 114
Author(s):  
Rio Sugiarto ◽  
Prihantoro Prihantoro ◽  
Sarwo Edy
Keyword(s):  
Experimental Study ◽  
Gender Difference ◽  
Teaching And Learning ◽  
Conventional Technique ◽  
Consonant Cluster ◽  
Moderator Variable ◽  
Pronunciation Instruction ◽  
English Pronunciation ◽  
The Impact ◽  
English Students

In the realm of English teaching and learning especially for those of non-native English users, English pronunciation instruction always calls for various techniques which can meet students’ conditions that are naturally affiliated with their psychological and cultural complexities. Thus, the present study aimed at examining the impact of one of English pronunciation instruction techniques, the so-called shadowing technique, on tertiary students’ English pronunciation at IAIN Curup, Bengkulu, Indonesia. An experimental study was conducted by engaging 40 tertiary English students selected randomly. They were split into two groups, wherein 20 students were taught English pronunciation using shadowing technique, and the rest 20 students were taught English pronunciation using a conventional technique. This study revealed that shadowing technique had a positive and significant impact on students’ English pronunciation. Their English pronunciation improvement encompassed various components such as monophthongs, diphthongs, triphthongs, semi-vowels, consonants, consonant cluster sounds, strong and weak forms, linking phonemes, syllable stresses, word stresses, sentence stresses, rhythm, pitch and intonation. Further studies are expected to scrutinize the effect of shadowing technique on English pronunciation by involving more samples, making use of gender difference as a moderator variable, and testing the retention of English pronunciation improvement.

scholarly journals Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

2018 ◽  
Vol 42 ◽  
pp. 00034 ◽  
Author(s):  
Sondang Pondan Perlindungan Leoanak ◽  
Bonik Kurniati Amalo
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Code Switching ◽  
Teaching English ◽  
School Teachers ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Language Classroom ◽  
Efl Teachers

In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.

scholarly journals THE PRONUNCIATION COMPONENT IN ESL LESSONS: TEACHERS’ BELIEFS AND PRACTICES

2017 ◽  
Vol 6 (2) ◽  
pp. 193 ◽  
Author(s):  
Shanina Sharatol Ahmad Shah ◽  
Juliana Othman ◽  
Fatiha Senom
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
Teaching English ◽  
Structured Interviews ◽  
Esl Teachers ◽  
Teachers Beliefs ◽  
English Pronunciation ◽  
Beliefs About Teaching

Research has shown that teachers’ beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers’ beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers’ beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers’ classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers’ beliefs on the focused areas of pronunciation and the stated curriculum specifications.  Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

scholarly journals Pharmacist—Pharmacy Technician Intraprofessional Collaboration and Workplace Integration: Implications for Educators

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 95 ◽  
Author(s):  
Maryam Jetha ◽  
Ali Walji ◽  
Paul Gregory ◽  
Dalya Abdulla ◽  
Zubin Austin
Keyword(s):  
Continuing Professional Development ◽  
Educational Interventions ◽  
Structured Interview ◽  
Learning Opportunities ◽  
Multiple Stakeholder ◽  
Interview Guide ◽  
Pharmacy Technicians ◽  
Intraprofessional Collaboration ◽  
The Impact ◽  
And Training

Globally, concerns have been expressed regarding the impact of regulation of pharmacy technicians. After more than a decade of experience with technician regulation in Ontario, Canada, uptake of the full scope of practice for technicians has been sporadic at best. The objective of this study was to examine barriers and facilitators to intraprofessional collaboration between pharmacists and pharmacy technicians for the purpose of identifying possible curricular or educational interventions to enhance workplace integration. A qualitative, interview-based study of 24 pharmacists, technicians, educators, pharmacy managers, and owners was undertaken using a semi-structured interview guide. Key findings of this research include: (i) Confirmation of suboptimal utilization of regulated technicians in practice; (ii) identification of crucial knowledge and skills gaps for both pharmacists and technicians; and (iii) proposals for undergraduate education and training, and continuing professional development learning opportunities to address these gaps. In order to achieve the promise and potential of regulation of pharmacy technicians, system-wide change management—beginning with education—will be required and will benefit from multiple stakeholder engagement and involvement.

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

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