scholarly journals Iranian EFL Teachers’ Perceptions of Learning Accent

2018 ◽  
Vol 7 (3) ◽  
pp. 108
Author(s):  
Hassan Galbat ◽  
Farhad Fahandezh Sa’adi
Keyword(s):  
Teaching And Learning ◽  
Native People ◽  
Foreign Accent ◽  
Structured Interviews ◽  
Language Understanding ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Efl Teachers ◽  
Authentic Language ◽  
Age Range

Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Questionnaire developed by the researcher and semi-structured interviews. Based on the analysis performed on the data collected through questionnaires and interviews, it was found that teachers care about learning accent and they considered it valuable and important. They admitted that they have foreign accent to some degree and they did not seem to be happy with foreign accent and were more in favour of native like accent. Regarding the strategies to improve English accent, they mentioned techniques like listening to authentic language, understanding pronunciation rules, and comparing people’s accent with their own accent, watching English movies, noticing stress, and pronunciation patterns, imitating, speaking with native people, using books, and recording and monitoring their own speeches.

Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy

2016 ◽  
Vol 7 (6) ◽  
pp. 1097
Author(s):  
Ahmad Yaghoubi ◽  
Mojgan Nosrati Kordkandi
Keyword(s):  
Teacher Efficacy ◽  
Teaching And Learning ◽  
Descriptive Statistics ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Age Range

The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.

The Islamic Studies Teachers' Perception of Integrating ICT Into the Teaching and Learning in the UAE Public Schools

2019 ◽  
Vol 10 (2) ◽  
pp. 69-82 ◽  
Author(s):  
Gubran Saif Al-Gumaei ◽  
Khadeegha Alzouebi ◽  
Hamdy Ahmed Abdelaziz
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Future Research ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Islamic Studies ◽  
Female Teachers ◽  
Use Of Technology

This article investigates Islamic Studies teachers' perceptions in integrating ICT, and the anticipated challenges faced when using ICT. Data was collected through a questionnaire and semi-structured interviews. A total of 62 teachers participated in an online questionnaire consisted of 48 questions. In addition, eight teachers participated in the interviews. The findings of this study revealed positive perceptions of both male and female teachers in the integration of technology in their classrooms. The results showed that there were no significant differences between male and female teachers in all parts of the questionnaire. It also indicated that there was a number of challenges hindered the teachers' use of technology in teaching. Based on the research findings, it was recommended that stakeholders and decision makers in the MOE implement relevant training programs for Islamic studies teachers, to upgrade integrating ICT in classrooms. In addition, this article gives insights into future research studies on the effective use of ICT by Islamic studies teachers.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

scholarly journals EFL teachers’ perceptions and practices of their language assessment knowledge

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hossein Farhady ◽  
Kobra Tavassoli
Keyword(s):  
Language Assessment ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Multiple Dimensions ◽  
Meaningful Relationship ◽  
Efl Teachers ◽  
Research Findings ◽  
Key Issues ◽  
High Level

AbstractResearch on language assessment knowledge (LAK) of teachers has focused on two major topics: identifying the LAK needs of teachers and developing appropriate LAK tests. Although the prior research findings significantly contributed to our understanding of the parameters of LAK, they were mostly quantitative and did not provide much information about EFL teachers’ perceptions and applications of their LAK in a direct and face-to-face situation. Therefore, this qualitative study was designed to shed light on some key issues related to teachers’ LAK using semi-structured interviews. The issues included EFL teachers’ perception of their LAK and their utilization of LAK in their teaching. The participants were 11 teachers with a high level of LAK and 10 teachers with a low level of LAK determined by their performance on a LAK test. The interviews were recorded, transcribed, and content analyzed. The findings did not reveal significant differences in the responses provided by the two groups of teachers. Further, to investigate the extent of teachers’ application of LAK in classroom contexts, some of the tests made by the participating teachers were collected and content analyzed. The results showed that teachers with high LAK wrote longer tests with more varied sections and tasks. Finally, no meaningful relationship was found between the teachers’ level of LAK and their students’ performance on classroom achievement tests. The findings imply that the language assessment field needs more research on multiple dimensions of LAK.

scholarly journals EFL Teachers’ and Learners’ Perceptions of Grammatical Difficulties

2017 ◽  
Vol 8 (1) ◽  
pp. 188 ◽  
Author(s):  
Maha Alhaysony ◽  
Eid Alhaisoni
Keyword(s):  
Rank Order ◽  
Structured Interviews ◽  
Efl Learners ◽  
Teachers Perceptions ◽  
University Teachers ◽  
English Grammar ◽  
Efl Teachers ◽  
Males And Females ◽  
Similarities And Differences ◽  
The One

This paper investigates grammatical difficulty from the perspective of Saudi university students, of EFL as well as from the perspective of university teachers. It aims to find out which English grammar features are more difficult/less difficult than others. Furthermore, it attempts to determine the reasons and causes that account for such grammar difficulty. Questionnaires and semi-structured interviews were the two research instruments used in this study. A total number of 103 students and 85 university teachers took part in the questionnaire, while only 20 teachers and 25 students responded in the interview. All the participants were from Aljouf University (males and females). The results showed that some English grammar features were more difficult and some were less difficult than others. The obtained difficulty order determined by EFL learners and the one obtained by the teachers’ perceptions were compared. Some similarities and differences were found to exist in the rank order of the features for the two groups. The findings of the study may be beneficial to syllabus designers, material developers, teachers and EFL learners. 

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

scholarly journals Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 278-289
Author(s):  
Ms. Fozia Bashir ◽  
Dr. Muhammad Nisar ◽  
Mr. Anar Gul
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Secondary Level ◽  
Study Data ◽  
The Body ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Learning Evaluation ◽  
Research Studies

This study was launched in order to contribute to the body of researchers conducted for investigating teachers’ perceptions and practices about cooperative learning in the classroom. The main objective of this study was to learn about the reasons and perceptions of teachers why they choose to implement or not to implement cooperative learning strategies and how the use of the same influences their class classroom teaching and learning the process. The benefits of the cooperative learning strategies are supported by multiple research studies and conclude in students' intellectual performances along with behavioral improvements. Copious research studies focus on the benefits and methods of the cooperative learning process while lacking teachers’ perceptions and practices of cooperative learning. Evaluation of teachers’ perceptions and practices of cooperative learning in this research study was conducted at the secondary level in district Kohat. The study was descriptive in nature, the questionnaire was developed by the researcher with the kind and immense consultation of the supervisor. The population of the study comprises all the teachers teaching at the Secondary level at district Kohat while 50 teachers were selected using convenient sampling techniques. Keeping in view the cultural restriction only female teachers were taken as the sample of the study. Data were analyzed using descriptive statistics and central tendencies. Analysis of the quantitative questionnaire showed that most of the teachers like and tend to use cooperative learning strategies. The use of these strategies makes their classes not only conducive to learning and but also develops social skills, self-esteem, cooperation and confidence in students.

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