scholarly journals The Predictability of Iranian EFL Teachers’ Emotional Quotient (EQ) with Their Job Satisfaction

2018 ◽  
Vol 7 (2) ◽  
pp. 70
Author(s):  
Pantea Khoshnoodfar ◽  
Pantea Pahlavani
Keyword(s):  
Job Satisfaction ◽  
Teacher Education ◽  
Second Language ◽  
English Language ◽  
Teacher Job Satisfaction ◽  
Second Language Teacher Education ◽  
Emotional Quotient ◽  
Efl Teachers ◽  
Quasi Experimental ◽  
Teaching Learning

As teacher education and teacher related issues are under the attention in the past decade in second language (L2) teaching /learning; this research investigated the predictability of Iranian EFL teachers’ emotional quotient (EQ) with their job satisfaction. To this end, 90 EFL teachers at English language institutes in Tehran province were selected as the participants. The needed data was gathered by the use of two standardized questionnaires (filled by the participants): EQ and teacher job satisfaction questionnaires. First of all, the normality of the gathered data was checked through using SPSS version 23. Then, the Spearman coefficient of correlation was used to find whether there is any relationship between the participants’ EQ and job satisfaction.  The results proved the two variables had a statistically significant and positive correlation with each other. In the next step, the researchers opted for the multiple regression analysis to achieve the research objective. The present study was a quasi-Experimental including a cause and effect design. The predictor was the independent variable (EQ) and the predicted one was the dependent variable (job satisfaction). The findings illustrated a statistically significant and positive predictability of Iranian EFL teachers’ EQ with their job satisfaction. The results of the present research would be useful for second language teacher education courses. It was proven that, since teachers’ EQ can control their job satisfaction, the findings of the present paper could be beneficial in teacher training issues and teacher education.

scholarly journals Cultural Identity Development in Second Language Teacher Education: Toward a Negotiated Model

2020 ◽  
Author(s):  
Hussein Meihami ◽  
Naser Rashidi
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Identity Development ◽  
Cultural Identity ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Efl Teachers ◽  
Cultural Identity Development ◽  
Second Language Teacher

This is a two-phase study toward understanding the cultural identity development of the English as a Foreign Language (EFL) teachers when they participated in cultural negotiation programs and developing a negotiated model of cultural identity development for the second language teacher education programs. To such ends, the analysis of the narratives authored by five experienced and four novice EFL teachers was done by using Wenger’s (1998) community of practice and Pennington’s (2014) TESOL (Teaching English to Speakers of Other Languages) teacher identity model to track the cultural identity development of the EFL teachers during the cultural negotiation sessions. Then, by meticulously examining the theoretical and empirical underpinnings about cultural identity including the theories and previous empirical studies along with the results obtained from the first phase of the study, we developed a negotiated model of cultural identity development for the EFL teachers. The model is a theoretical one which can be applied to different second language teacher education programs to develop the cultural identity of the language teachers by participating in negotiation sessions. The study concluded with some implications for second language teacher education programs to develop the cultural identity of the EFL teachers.

scholarly journals Manual Didáctico En Braille Para El Aprendizaje De Inglés Básico De Los Estudiantes No Videntes De La Asociación Aprodvich De La Ciudad De Riobamba

2017 ◽  
Vol 13 (22) ◽  
pp. 59
Author(s):  
Luis Oswaldo Guadalupe Bravo ◽  
Marco Antonio Bravo Montenegro ◽  
Alberto Fabián Altamirano Pazmiño ◽  
Enrique Jesús Guambo Yerovi ◽  
Gabriel Isaac Orozco Yanez ◽  
...  
Keyword(s):  
Second Language ◽  
Direct Observation ◽  
Learning Process ◽  
Visually Impaired ◽  
English Language ◽  
Significant Development ◽  
Communicative Strategies ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Basic English

The objective of the present research is the elaboration and application of a didactic manual with communicative strategies to develop Basic English for students of the Provincial Association of the Visually Impaired of Chimborazo (APRODVICH). The didactic manual seeks to provide techniques and instruments that support the Teaching Learning process of a second language according to the specific needs of the group under study. It becomes a progressive and systematic teaching instrument consisting of six units that include vocabulary activities, basic structures and use of questions that were applied in the classroom with the accompaniment of the teacher. The research has a quasi-experimental, correlational, descriptive, explanatory, applicative, field and bibliographic design. The technique of direct observation was used with the application of checklists and questionnaires reviewed and endorsed by academic peers that allowed the evaluation of the knowledge acquired in students such as spelling, pronunciation and comprehension. The sample was evaluated in two instances—pre and post—and the results were tabulated, analyzed, interpreted and contrasted which determined the progress and significant development in pronunciation, use of the verb structure To-Be and whquestions of the English language in blind students.

scholarly journals The language learning assessment using technology for the second language learners

2019 ◽  
Vol 5 (4) ◽  
pp. 1-6
Author(s):  
G. Menaka ◽  
G. Sankar
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
English Language ◽  
Second Language Learners ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Games ◽  
Teaching Learning

Teacher education refers to the policies and procedures designed to equip prospective teachers with knowledge, attitudes, behaviors’ and skills they require to perform their tasks effectively in the classroom, school, and wider community. The term ‘teacher training’ seems to be losing ground to ‘teacher education’. In the era of globalization, when the world is changing so fast, the teaching field is also not unaffected. The approach of second language teaching that is ELT (English language teaching) has undergone a sea change. The “drill and practice” method is now considered to be rudimentary. Now, there are electronically sophisticated machines which have entered teaching-learning setting. Machine–assisted learning or e-learning is indeed an innovation in ELT. Even students find this new way of learning a second language to be amazing. Using language games is an efficient way of learning a second language.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

2021 ◽  
Vol 12 (3) ◽  
pp. 464-485
Author(s):  
Ahmad Qadi
Keyword(s):  
English Language ◽  
Online Questionnaire ◽  
Response Options ◽  
University Teachers ◽  
Conceptions Of Assessment ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Strongly Agree ◽  
Teaching Learning ◽  
Level Of Agreement

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

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