The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers’ beliefs and practices

System ◽  
2016 ◽  
Vol 60 ◽  
pp. 29-41 ◽  
Author(s):  
Ian Moodie
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
English Language Teachers ◽  
Apprenticeship Of Observation

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals First Language Interference and Form Focused Instruction

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Shafaq Fayyaz ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Native Teachers ◽  
English Language Teachers

<em>This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning. </em>

scholarly journals Examining Teachers’ Beliefs on Developing a Digital Pedagogical Framework Based on the SAMR Model for Undergraduate English Language Learning

2021 ◽  
Vol 9 (1) ◽  
pp. 106
Author(s):  
Iman Al-Khalidi
Keyword(s):  
Technology Integration ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Effective Learning ◽  
High Quality Education ◽  
Teachers Beliefs ◽  
Effective Technology ◽  
English Language Teachers

Nowadays, technology is considered as an integral rather than a supplementary aspect of high-quality education within the area of TESOL. Accordingly, English language teachers need to be equipped with effective ways to integrate technology into instructional practices not only for enhancing academic outcomes but for confronting the challenges of dealing with the digital native students as well. The purpose of this case study is to examine teachers’ beliefs on technology integration into pedagogy based on the measurement of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model. Results of data analysis show teachers’ high frequency of technology integration at the Substitution and Augmentation levels compared to the advanced levels of Modification and Redefinition. The study resulted in a recommended SAMR based framework that may help English language teachers move towards effective technology integration that may lead to a more effective learning environment. 

scholarly journals Assessment Beliefs and Practices of Libyan Secondary School English Language Teachers

2020 ◽  
Vol 9 (6) ◽  
pp. 99
Author(s):  
Vahid Nimehchisalem ◽  
Marwa M. Abdalla
Keyword(s):  
Secondary School ◽  
English Language ◽  
Language Teachers ◽  
Assessment Practice ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Learning Conditions ◽  
English Language Teachers ◽  
Assessment Beliefs ◽  
The Relationship

Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom-based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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