University Lecturers’ Task-Based Language Teaching Beliefs and Practices

The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers’ views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.

Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators.

Understanding the Lived Experiences of Tunisian Undergraduate Students in EAP Writing Courses: Students Voicing their Stories

tudies that have investigated students’ perceptions of EGAP and ESAP instructions have generally focused on students’ perceived learning of the features of academic discourse that they can transfer to their subject-specific courses. Examining the processes that students go through when trying to adjust to EAP instruction has received little attention. The present study aimed to explore the challenges that Tunisian students faced when trying to adjust to the requirements of an ESAP course to which they had been introduced for the first time. Understanding these challenges can lead to a better understanding of the processes by which students move from the initial learning context to the transfer contexts (Lobato, 2003). The study was conducted over a period of two years and involved two student cohorts. A student cohort of 21 students participated during the academic year 2014-2015 and another cohort of 36 students participated during the academic year 2015-2016. The research consisted of a diary study, in that data were collected solely from the learner diaries that students were asked to keep as part of the learning activities. Results showed that ESAP instruction presented considerable challenges to students during the first semester of the course. These challenges often caused feelings of anger, disappointment, demotivation, and resistance. Despite these challenges, students’ adjustment to the course was clearly observed in the second semester. The findings also revealed that all participants developed a very positive attitude towards the ESAP model at the end of instruction. The findings suggest that ESAP instruction has a greater potential to promote learning transfer because it provides students with a more authentic learning environment. However, the implementation and success of this model in the various Tunisian academic settings depends, on the one hand, on the EAP teachers’ willingness to change their teaching beliefs and practices and, on the other hand, on their preparations to meet the challenges that such a teaching model can pose to teachers.

Reflections on writing and teaching: a study of five writing contest winners

Purpose English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners. Design/methodology/approach This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts. Findings Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives. Practical implications Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing. Originality/value This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.

Controversies and Possibilities of Teaching and Learning EIL Approach: A Case Study in Indonesia

This study investigated the potentials and obstacles to learn and teach English as an international language (EIL) approach in one of senior high schools, in Tebing Tinggi. Indonesia. EIL is embracing the language variations among nations included native and nonnative English language. In our increasingly diverse communities, this approach is a talkback to the monolingual focus in ELT pedagogy and pay much attention to multilingual in the local and global communities and also situated English language education in global/local multilingualism. There were 6 English teachers and two classes (grade 1 and grade 2 which were approximately 60 students) in senior high school were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL) to get deep information about their tensions, conflicts, struggle, and challenges EIL teachers and students may experience before and after teaching and learning of EIL approach in five meetings. From this result, we could see there were some fertilities and infertilities that we got from implementing and acknowledging this approach. The fertilities that we cultivated were the students learned these topics as knowledge, embracing bright future of learning English, getting to know foreigners and countries, good experience with international friends, learn about their own country (transforming, reflecting themselves as Indonesia, proud to be Indonesia), well understanding the function of English, and fulfil the students’ needs. The other side, the infertilities of implementing EIL approach were they had deficit perspective toward themselves; they did not know about Englishes since it was never taught by their English teachers, bad environment from their community, their preferences and saw Englishes as an error and wrong perception about Englishes, and facilitation and resources as well. From the teachers’ perspective, there were also controversial and possibilities of teaching EIL in this school. They welcomed to the nature of English and getting to know EIL approach, well understanding of English as a tool for students’ future, and willing to pursue English teaching effectively. But, they concerned to the students’ problems, teaching beliefs, preferences, lack of understanding of English variation diversity, curriculum and textbooks. Those problems made them afraid to make any risk, little faith to apply EIL, and created two different worlds of English standard and nonstandard English. By seeing those results bear fruitful pedagogical implications for learning and teaching English, they are meta-awareness; broaden exposure of English learning and teaching, and open English pedagogy.